sns 




LITERARY WORK 
IN THE COMMON SCHOOLS, 



BY 

LYDIA E. TAYLOR. 



iiHl^llliii."— 



*' One dollar voted by the people of any School 
District for the support of Common Schools is worth 
ten dollars given out of the Treasury of the United 
States." 

Benj. Harrison. 



ruEC 7 1P93 



CHICAGO: 
A. FLANAGAN. Publisher. 



A. N 






h- 



V 



Copyright 1S93, 

BY 

A. FLANAGAN. 



TO MY FELLOW TEACHERS, 

Anxious to advance, determined to succeed, brave 
leaders of the youth of our land — the bulwark of civil- 
ization, the hope of the nation — this little volume is 
affectionately inscribed. 



PREFACE. 

The successful teacher of to-day points not to the amount of his text- 
book knowledge as the basis of his success, but to the breadth of his 
ideas relating to his work. His conception of education must advance; 
unless it does no one but himself is to blame, and he will ere long find 
himself on the lower rounds of the educational ladder, while his wide- 
awake, energetic, progressiye co-laborers will have passed far above him. 

The idea is now firmly established that education is not the acquisi- 
tion of knowledge, but steady, vigorous, mental growth. 

The advantages afforded the teachers of our land are all that could 
be desired. 

The plea of poverty will not atone for neglect in improving these 
opportunities; good books and educational journals — not theoretical 
essays — written by teachers of broad views and successful experience, 
are furnished at a very moderate cost, claiming only their attention. 

The true teacher must be a student also. Like the successful public 
speaker, he must be master not only of his subject but of his situation, 
and for him to neglect to gather rare gems from the experience of others 
— to refuse to grasp the helping- hands held out to assist him so freely 
and cheerfully — is crime because it is '■'■low aim.'''' 



"Our great hope for the future, our great safeguard against danger, is to be 
found in general and thorough education of our people, and in the virtue which 
accompanies such education." 

Jas. a. Garfield. 



INTRODUCTION. 

All attempts to impart knowledge to others are 
futile, without a definite plan by which to do so. 

Such a plan is before you— not a matter of fanciful 
imagination, but a plan which has been thoroughly tested 
and has stood the test. 

There is no reason that literary work should not be 
successfully carried on in the common schools as well as 
elsewhere, — the only way to convince the people of a 
community that it can be done is to go to work and 
prove it. 

This plan carefully carried out will be the proof. 
These are not exercises which necessarily detract from 
the regular school-room work: there is no occasion for 
time being taken from the regular lessons, and such will 
not be the case, if the teacher is systematic in his work. 

The language used in the instructions is of the 
simplest kind, and may be comprehended by any teacher. 

The author has aimed at brevity, and yet for the 
benefit of those who have had the advantage of little or 
no experience in literary work, some points are given 
in detail — yet these are so arranged that they may be 
referred to, only in case it is necessary. 

The novelty of the plan will interest the most in- 
different, while it will delight the wide-awake pupil. 

Instead of the teacher being burdened with the 
arrangement of a program for Friday, and of resorting to 
all kinds of plans to induce pupils to speak, or as is often 
done, compelling them to do so, this work is managed 
by the school, and the teacher may each week listen to a 



8 LITERARY WORK 

program, willingly and cheerfully given, by pupils 
anxious to improve and determined to succeed. 

The greatest amount of time required of the teacher 
will be in superintending the work, in collecting material, 
and assisting the pupils in making selections,— but after 
a short time this task will become much Hghtened, as the 
pupils will learn to do this work themselves. 

They will begin to know their strength and will take 
pride in performing their work well, — they will become 
independent and self-reHant in the true sense of the 
word. 

You will soon find yourself surrounded by a class of 
independent thinkers, and your school-room a real study- 
room — a place of investigation and research. 

Each day will bring with it something new while 
your own work and that of the pupils will have become 
a source of constant pleasure. Besides, the knowledge 
of literary work, rules of order, etc., which the pupils 
will thus gain, will spare him much embarrassment when 
in after life he is called upon to take part in deliberative 
assemblies. 

Don't be alarmed in thinking of how much time " all 
this " will require. True, it wiU at first require careful 
work, but " hard work is the cornerstone to success," and 
after it is fairly started, it will save time wonderfully and 
make both instruction and discipline much easier. 

The old custom of school-exhibitions, which require 
weeks of valuable time in preparing foolish songs, non- 
sensical recitations, and ridiculous dialogues, is fast 
passing away, and the teacher who persists in still carry- 
out such programs will soon find that he must give place 
to the earnest progressive teacher, who is busy unfolding 
the problems of the school-room, widening the pupils' 



IN SCHOOL. 



vision by implanting knowledge outside of the text-book, 
and awakening in them an interest in great authors, a 
love for good books, and aspirations for noble manhood 
and womanhood. Lydia E. Taylor. 

Mt. Morris, Ills., Aug. 2g, iSgj. 



"The study of literature nourishes youth, entertains old a^e, adorns pros 
perity, solaces adversity, is delightful at home, and unobtrusive abroad."- 0«rt>. 



10 LITERARY WORK 



HOW TO BEGIN. 

First create an interest in literary work: This 
may be done by (i) supplying yourself with suitable 
books and educational journals; (2) providing interesting 
reading matter for the school-room; (3) arranging open- 
ing exercises for each day, which will be interesting and 
instructive to every pupil. 

When 3^ou have examined this work, if you have not 
the books and journals necessary for carrying out the 
plan, secure them at once. I speak from experience when 
I assure you that it Vv^ill be one of the most paying in- 
vestments you ever made. You should have journals 
containing: 

(i) Methods and outlines for teaching. 

(2) Accounts of noted persons and their works. 

(3) Important items of history and current events. 
As such I recommend the following: Educatio7ial Foun- 
dations, The School Journal and Our Times. If you can- 
not afford the School Journal, ■ take instead the Teachers' 
l7istitute or take for the first year The School Journal and 
Our Times, beginning with Educational Foundations as 
soon as possible. These may all be had from the 
publisher of this book. There are many others which 
are good, but I recommend the above, because taken 
together, I have found them to be just what the practical 
teacher needs; besides, taken in this wa}' they may be 
had at greatly reduced rates. 

Having carefully read your papers, mark the articles 
of greatest interest and importance to the school-room 



IN SCHOOL. II 

and call pupils' attention to them. You should preserve all 
such papers, but do not be over careful of them. Take 
them to the school -room to be used, — be particular about 
Jww and wJien they are used, not the number of times. 

Have a certain desk for these, and when a pupil has 
finished the preparation of his lesson, allow him to take 
his seat at this desk 

TEACHER MUST BE JUDICIOUS. 

In this matter, however, the teacher must be judi- 
cious, or it may prove a hindrance instead of a help. 
Let the rule be that not more than two pupils are to be 
at the desk at the same time. Should 3'-ou discover that 
the time is being spent in any other way than stud}^^ 
request one of the pupils to take whatever journal or 
book he may be reading to his seat, returning it to its 
proper place when he has finished. Also see to it that 
no pupil spends too much -time here, to the neglect of 
his regular lessons. 

There should by all means be a study-desk of this 
kind in every school-room, containing not only papers, 
but a number of books,- including a large dictionary. 

If there is no library, ask pupils to bring books from 
home, with the understanding that they are to be carefully 
used. Also be sure to bring some of your own books 
here. Let the older pupils have access to your reference 
books — even your encyclopedia, if you have one. 

They can be taught neatness in the use of books as 
well as in putting up problems, besides care in the use of 
all books is a part of the instruction of every true 
teacher. True your books used here will be somewhat 
v/orn at best, but the instruction given cannot be reckoned 
in dollars and cents. 



12 LITERARY WORK 

Man}^ a dust-covered volume will find its way from 
the upper shelf at home to the school-room; the pupils 
will become studious at home, will ask questions which 
will puzzle "papa" and "mamma;" parents will become 
interested, till by and by, you may have little difficulty 
in persuading them to purchase a library for the school- 
room; and you will soon find yourself the happy leader 
of a party of explorers into a new world of which they 
never dreamed; besides, when the time comes for you to 
engage another term of school, here or elsewhere, the 
increase in your salary, as a result of your earnest efforts^ 
will far exceed the cost of your books here used. Much 
depends upon the opening exercises, and the closing as 
well. 

ON OPENING EXERCISES. 

If you have drifted into a mechanical sort of way of 
opening school, by singing over and over the same old 
songs, try a new method, adopt a systematic plan, care- 
fully arranged by teachers of wide experience who have 
succeeded in making the opening exercises so interest- 
ing that no pupil will miss them. For the best w^ork I 
have ever seen on this subject, I heartily recommend 
Gurney's Opening Exercises, (price 75 cents,) a book 
which I have used very successfully for a number of 
years. It contains forty or fifty opening exercise pro- 
grams, noted for their interest, instruction, brevity and 
systematic arrangement, with full directions for carrying 
out the plan, besides three hundred-sixty-five quotations 
and memory gems from noted authors, which alone are 
worth the price of the book. 

Send for it and carry out the plan, and you will 
realize that "variety is the spice of life" and that a day 



IN SCHOOI.. 13 

well and pleasantly begun is likely to be a successful 
day: it is an infallible remedy for tardiness. 

I have found that the best time for the pupils to 
study the life and character of some eminent person is on 
the anniversary of his birth. 

In this book is found a birthday list, partly taken 
from "Gurney's Opening Exercises" with many new 
names added. 

Every morning place on the blackboard the name of 
the person whose birthday falls on the next day, and call 
the attention of the pupils to it, requesting them to be 
prepared to report the next morning, anything of interest 
they may find connected with the life of the individual. 
This will give opportunity for investigation both in school 
and at home. Next morning take the report, discuss it 
briefly, and place the name on the board for the following 
day. It is usually best to study but one of these charac- 
ters at a time, as the pupils may become confused- 
Where two or more fall on the same day, one may be 
studied and the others simply mentioned. The listQis 
designed to furnish subject matter for opening exercises 
for several years. In some cases the names of persons 
who are not models are given, but if judiciously used they 
may serve a good purpose and teach a good lesson. The 
pupil must learn that not all persons, who set out to be 
famous, make life a success. 

In some cases the entire opening exercises should be 
devoted to the study of one character, and the gems of 
thoughts gleaned should be afterward reviewed. 

By Mr. Gurney, the characteristic of a life is often 
made the lesson for the day. "How appropriate Cheer- 
fulness for the anniversary of Alice Gary: Perseverance 
for S. F. B. Morse; Patriotism for Garfield; Courage for 



H 



LITERARY WORK 



Lincoln; Temperance for Gough;" etc. Be prepared 
always to give interesting incidents connected with the 
lives of the most noted persons, aside from what the 
pupil may be able to find. 

You may sometimes vary this exercise by reading 
to the pupils in the evening, an interesting biographical 
sketch of the person for the next day, requesting them 
to take notes as you read, and from these notes write 
out in their own words the substance of what you have 
read, to be read and compared on the following morning. 
This is an excellent drill in essay-writing, and teaches 
accuracy in reporting a thing as it is given. 

Read carefully, but do not re-read or pause for 
them to write, — let each one gather what he can. 

For part of your closing exercises, each evening just 
before dismissing ask some curious or important question, 
to be answered the following day just after calling the 
school to order in the afternoon. A large number of 
books are to be had with such questions — " Curious Cob- 
webs" is a good one. (Price 20 cents.) Send for a copy. 
It will electrify the whole school. Have a certain time 
in the day to call for items of news. In the country, 
where weekly papers are taken, it is sometimes better to 
have this exercise regularly every Monday morning, but 
if you subscribe for " Our Times," the current events may 
be read in the school-room. 

Every Friday afternoon spend the last hour and a 
half in speaking, (by pupils) answering queries from a 
'' Question-Box," and in reviewing the points of interest 
and importance in the opening and closing exercises of 
the past week. 

Having pursued the above course for three or four 
weeks, or at least until you have the school thoroughly 



IN SCHOOI,. 15 

organized and fairly started, proceed to divide it into two 
parts for further literary work. Make the division, re- 
gardless of the size, whether the number of your pupils 
be twenty or sixty; but in doing so you must exercise 
caution and discretion, for, unless the division is properly 
made your literary work will be a failure. If you manage 
this part yourself, without suggestions from the pupils, 
you will find it far more satisfactory in the end. 

Some evening when alone in the school-room, take 
the register and divide your school, observing the follow- 
ing directions: 

(i) According to age and intellectual ability, divide 
the school, as nearly as possible, into two equal classes. 

(2) In cases where you have two pupils from the 
same family, place one in each class. 

Always divide members of the same family; follow 
this plan, keeping in view the idea of ability as well 
as age. In this way a healthy rivalry will be created 
which is highly necessary, while by having each family 
about equally represented in both classes, they will have 
an equal interest in both, and prejudice and jealousy will 
be avoided. Apply the same rule to other relatives as 
to members of the same family. 

(3) For seat-mates, "chums," etc., use the same 
method of placing one in one class and one in the other. 

(4) If you find two pupils who manifest any ill-will 
toward each other, place them in the same class; this will 
interest them in the same work, and may bring about a 
change in their feelings, which nothing else would. This 
I have found to hold good in more than one instance. 

Having carefully made your classification, (which 
should be done with a determination to make no changes) 
before presenting it to your pupils, give them your plans 



l6 LITERARY WORK 

in brief, after which read the names in each class. To 
this you will rarely hear any objections, if the above plan 
has been followed, and especially if you have by this time 
secured the implicit confidence of your pupils in your 
judgment and method of doing things. 

The next in order is to give each society a name. 
The most satisfactory way is to select names and assio:n 
them 3'ourself. This plan was followed in a school where 
much prejudice and ill-will existed, and in a short time 
every member was perfectly reconciled to the name, the 
objections at first being so few as to cause no discussion. 
As to what the name shall be may be left to the teacher's 
own judgment. It is best to name for some noted author^ 
but be careful that the name chosen is not the same as 
that of some family in the neighborhood. It should not 
be too long, for two reasons: (i) It will be difficult for 
the younger pupils to pronounce. (2) It will likely be 
shortened by <'nick-naming," especially if the children are 
given to this habit, as is often the case. For instance 
the Longfellows and Whittiers would almost invariably 
terminate in the Longs and the Whits. In one instance 
I found the Burkes and Bryants very satisfactory terms. 



IN SCHOOL. 17 



NEXT PROCEED TO ORGANIZE. 

Having previously made two copies of the Constitu- 
tion (see p. ) place one of the two names selected in 
each. After having read the Constitution, which should be 
neatly written in a good book, it may be adopted by a 
rising vote of the members of each society, a two-thirds 
majority being necessary to its adoption. If the con- 
stitutions are alike, they may be adopted by both so- 
cieties, at one reading; if in any part they differ, re-read 
only the parts that differ, — the two constitutions may 
be exactly alike with the exception of the names, but at 
any rate they should be adopted by each society sepa- 
rately. Having adopted the constitution, let all the 
members of the society sign it, when the next in order 
will be to elect officers. 

To save time the first corps of officers may be simply 
appointed by the teacher, who may have previously 
decided upon the persons for each office, and so be pre- 
pared to appoint readily. After the societies are in 
running order the election will be according to constitu- 
tion (see Art. 3, Sec. 3.) 

After having made the classification, a time should 
be set apart for the organization of both societies at 
once. Let the constitutions be signed b}^ the members 
of each society respectively (see p. ). When both 
societies are ready for work, you may decide which shall 
have the first meeting in either of the two following 
ways. 

(i) Having instructed the pupils at the beginning 
of the school term to prepare work for the proposed new 
societies, you may now call for a report from each 



jg LITERARY WORK 

society, and the one having the greatest number of pre- 
pared productions shall have the iirst meeting. 

(2) If you have not previously arranged for this, 
date two slips of paper, one for the first, and the other 
for the second Friday after the organization. Place 
these slips inverted upon the table and call upon one of 
the presidents to come forward and choose one of them, 
and the other president to take the remaining one, which 
will decide who is to have the first meeting. 

Let the organization be at least one week before the 
first meeting, that time may be had for the necessary 
arrangement and preparation. The first program may be 
quite short, but so much for a beginning. For the first 
few meetings let the matter of the greatest importance be 
the establishment of due formality in the proceedings 
rather than the preparation of the program. 

When the Friday afternoon appointed for the first 
meeting arrives, let all recitations for the last period have 
been set aside. The teacher, after calling to order and 
making a few introductory remarks, now takes his seat 
with the school as listener, while the officers, each of 
whom having been previously instructed by the teacher 
regarding his special part of the work, come forward and 
take seats provided for them, especially the President, 
Secretary and Censor. 

The President and Secretary should be seated at the 
same table. Let the President have before him the ''Order 
of Business" (see Cons. p. ) and carefully follow it. 

The teacher should now act as critic, and with pencil 
and paper, note comments and criticisms, at first very 
mild, on the exercises in general, such as the behavior 
of the pupils, the work of the officers and the perform- 
ance of the speakers. 



IN SCHOOL 



19 



These should be given very briefly and in the 
*"Order of Business" will come under the head of 
"Criticisms and Exercises." 

They should be given in such a way as to afford 
instruction to all and discouragement to none. Avoid 
being too personal, but at the same time point out all 
mistakes. The success of this part of the work will 
depend largely on the skill of the teacher. 

Also pay strict attention to the "Rules of Order" and 
be careful to have all mistakes of this kind corrected 
immediately after they are made. If you are not familiar 
with the rules of order, send for a copy of ''Roberts' Rules 
of Order'' (price 75c) and thoroughly acquaint yourself 
with its contents. You will find it time and money well 
spent, for you cannot afford as a teacher to be ignorant 
in such matters. At first it may be necessary to make 
all corrections yourself, but after the pupils have become 
familiar with the work, have thetn correct the mistakes 
along this line. In doing so they may sometimes make 
mistakes, and get out of order, too, but kindly assist them, 
avoiding, if possible, any embarrassment on their part. 
Teach the pupils to make corrections with due formality, 
and in making corrections yourself see that you set them 
the proper example. 

Teach each pupil that on rising to speak he must 
first address the president as "Mr. (or Miss) President" 
as the case may be, and that not until he is addressed by 
the President has he a right to go forward to speak. If 
a pupil does so, call him to order. 

In each case before the President-elect enters upon 

*The "minutes" read at this first meeting- will consist in an account of the 
org-anization, giving the date, names of officers appointed, etc.— in short what was 
done. 



20 LITERARY WORK 

the duties of his office, place in his hands ''Robert's 
Rules of Order" and a copy of the Constitution; in the 
meantime give him such instruction yourself as you may 
think necessary for the performance of the duties of his 
office. This information may afterward be invaluable to 

him. 

In following the order of business the President 
should call for each "head" whether there are any reports 
under it or not. 

The following is given as a sample program, and 
constitutes the "Regular Literary Exercises" in the 
"Order of Business." 

PROGRAM FOR LITERARY EXERCISES. 

1. Song — Quartette. 

2. Recitation— "A Boy's Best Friend." Alice IVells. 

3. Recitation— "What We Owe." - Grace Green. 

4. Essay— "What We Expect of Our Society." 

Effie Yoder. 

5. Recitation— "He Knew His .Name." Ora West. 

6. Song — Solo (by teacher). 

7. Recitation — "I mean to be a Man." Charlie Wine. 

8. Essay — "What Rum Does" - Tom Strong. 

9. Recitation — "Why I Like Grandma." Mary Ki?ig. 
10. Song — Duet. (Two Little Girls.) 

After "Adjournment" by the president, the officers 
quietly take their accustomed seats; the teacher takes 
charge and dismisses in the usual way. 

The next Friday afternoon Society No. 2 will meet. 
This they will be anxious to do, and very strange pupils 
are they if they do not put forth some effort, even at the 
first meeting, to do a "little" better than the other 
society did the Friday before. 



tN SCHOOL. 2t 

In this the teacher must see that the programs do 
not grow too long. Limit the time for the literary part 
of the exercises. 

So arrange that each member's name appears on the 
program every other meeting; this will place each pupil 
in school on duty once every four weeks. The perform- 
ance of officers should depend upon the size of the school. 
The president, especially, should not be expected to per- 
form while in office. 

The teacher should be prepared to give occasionally 
a song or select reading for each society. In your gen- 
eral reading, mark the very short interesting stories for 
this purpose. 

Should you find time, once or twice each term, write 
an original story; read part one Friday and conclude it in 
the other society the next Friday. This will stimulate 
the pupil's imagination and help to prepare him for the 
same work. Let all your work and that of the pupils, as 
far as possible, be of an elevating character. 

THE TEACHER'S WORK IS EASY. 

It has been my experience, without a single exception, 
that after the work is fairly started the teacher will have 
little to do. 

Don't be uneasy about the interest being kept up — 
it will grow; not only will it be manifest among the pupils, 
but the parents will become interested as well. 

This interest you may increase by telling the chil- 
dren to invite their parents in to hear the program some 
Friday afternoon. Mary Smith's " mamma " comes, after 
which such a conversation as the following will take place 
in the home. (Mary) — -'Mamma, how do you like our 



22 LITERARY WORK 

society?" (Mamma)— "O, very well, and I think you 
spoke nicely." (Johnnie) — "Yes, mamma, but you must 
go next Friday and hear nie speak. 

This will call for another visit from "mamma," and 
later on papa will also come. 

The interest will now be intensified by setting a day 
(in the evening is best) for a joint meeting of the two 
societies, — not an exhibition, remember — but a fair 
sample of the work done by the pupils every Friday. 

EXTEND A GENERAL INVITATION 

to all the patrons of the school. This will bring out the 
most of them, many of whom will be reminded of 
the time when they attended the old district school 
debating societies, spelling schools, etc. They will be 
surprised to see some of their half-grown boys and girls 
holding office and observing the rules of order much more 
intelligently than "grown folks" did in those days. 

Hold a number of these joint-meetings during the 
year. You will have no trouble about securing an at- 
tendance or keeping order, as the children will make it 
so interesting that every one will listen. 

Whenever it is possible, hold these meetings on the 
anniversary of the birth of a noted author, and make the 
special feature of the program the consideration of his 
life and some of his works. Concerning this, full directions 
are given later on. If you have a summer term, as is 
customary in some states, celebrate the birthday of Oliver 
Wendell Holmes, August 29. 



IN SCHOOL. 23 

EXERCISES FOR HOLMES^ BIRTHDAY. 

This you will find exceedingly interesting, as Holmes 
js the oldest American poet of note now living — poet, 
professor and physician. 

For an excellent plan of observing this day, I refer 
you to Authors' Birthdays, by Stanley. This book 
consists of very interesting biographical sketches of ten 
American Authors with programs and complete plans 
for commemorating the birthda}^ of each. 

When this work was copyrighted (1888,) four of the 
ten authors were yet living; since then two of the four 
have died — Lowell and Whittier — only Holmes remains 
of the old school oi American poets. 

This dear old poet, whose mind is still active, lives 
(1893) at his home in Boston. 

His 84th birthday is fast approaching. How I 
should like to have gathered about me again a band of 
bright happy children and according to plan in Authors, 
Birthdays, celebrate this birthday which may be his last 
as he has almost reached the limit of his contemporaries, 
— Whittier, the oldest, being almost 85 when he died. 

Are you teaching on his birthday, or even in Sep- 
tember, while he lives, do not miss the opportunity of 
celebrating it with the children. Send for a copy of 
Authors' Birthdays, stencils, poems, etc. and in the 
meantime write to Mr. Holmes for his autograph for the 
occasion. 

Then arrange and carry out as fully as possible the 
program, showing the children the autograph, "written 
only a few days ago by the dear old poet himself." 

This will be a pleasure to yourself, will create an 
interest in the poet and his works, and make an 



24 LITERARY WORK 

impression upon the minds of the children which time 
can not efface. 

The following is a list of the American authors' 
in the order of their date of birth: 

Oliver Wendell Holmes, August 29; Helen Hunt 
Jackson, October 18; Will M. Carleton, October 21; 
Wm". Cullen Bryant, November 3; John Greenleaf 
Whittier, December 17; Paul Hamilton Hayne, January 
i; Edgar Allan Poe, January 19; James Russell Lowell, 
February 22; (Account of death — Christian Herald Vol. 
14, No. 33. 5c. New York.) Henry W. Longfellow, 
February 27; Alice Gary, April 26; Ralph Waldo 
Emerson, May 25. 

All the above are given in ''Authors' Birthdays" 
except Helen Hunt Jackson, a plan and program for 
whom is found in this work, page 38. The biography 
and plan for J. G. Whitier is also given, which is taken 
from Authors' Birthdays — almost the same, with the 
exception of the account of his death. 

By the time you have carried out these the interest 
will run high, and you will continue the good work. 

THE CHILDREN'S POET. 

Especially do not neglect the "Children's Poet," 
February 27. 

One of the most enjoyable occasions in my experi- 
ence as a teacher was February 27, 1891, when parents, 
children and friends assembled in a Kansas school-house 
to do honor to the memory of the "Children's Poet." 

The evening was bitter cold, but we had a full house 
and excellent order. 



tN SCHOOL. 

PROGRAM FOR LONGFELLOW'S DAY. 



25 




M^lA/XfiUL^Vl .2^,^'i'^-^' 



The drawings were 
instead of a stencil, in 
enlarged on the board 
found at the head of the 
Longfellow stationery, 
on Saturday, but I was 
vvhen school closed and 
afterward, ^'Longfellow's 
oa the blackboard. 



carefully placed on the board; 
drawing Longfellow' s Home^ I 
a very small picture of same, 
note paper taken from a box of 
This required three hours work 
amply repaid for my labor, and 
I came away several months 
Home" still occupied its corner 



26 LITERARY WORK 

Below is given the program in full so successfully 
used on this occasion. 

McGowAN School, February 27, 1891. 

PROGRAM. 

1. Song — "Our Greeting." - - Octette. 

2. Chain of Quotations — (committed and given by 

pupils) 

3. Reading — ''Longfellow's Literar}' Life." 

Lydia Taylor. 

4. Song — ^"Gaining in Knowledge." - School. 

5. Recitation — Longfellow's First Poem — 

"Mr. Finney's Turnip.'" - - Bertie Belong. 

6. Recitation — "The Nameless Grave." Grace Jones. 

7. "The Reaper and the Flowers." Nannie Kallman. 

8. Recitation — "The Open Window." Agnes Hufiter. 

9. Recitation — "An Afternoon in February." 

Nellie Jones. 

10. Recitation — "My Lost Youth." - Ida Kallman. 

11. Song — "The Rainy Day." - - Mabel Harrison. 

12. Recitation — "It is not Alwa^^s M-d^y.'' Jennie Sanford. 

13. Recitation — "Paul Revere's Ride." - Lola Jones. 

14. Recitation — "The Village Blacksmith." 

El fie Tur?iipseed. 

15. Recitation — "The Quadroon Girl." Anna Delong. 

16. Song — "Excelsior." - - - Trio- 

17. Recitation — "The Children's Hour." Ruth Hunter. 

18. Recitation — "Killed at the Ford." - Cora Jo fie s. 

19. Song — "The Bridge." - - - Duet. 

20. Recitation---"The Old Clock on the Stair." 

Grace Jones. 

*"See "Song^s of School -Life" p. 21. 



IN SCHOOL. 



27 



21. 

22. 
23- 

24. 



Recitation— "From My Arm-chair.'^ 

Maggie McGowan. 
Recitation— "A Psalm of Life." - Lydia Taylor. 
Recitation—Longfellow's Last Poem--- 

*'The Bells of San Bias." - - Rosa Belong. 
Closing Song---"Dear Friends, Come Again." 
The black-board drawings were arranged as follows: 



fULL NAME IN FANCY STENCIL. 



Scroll of 

TvansMions 

ofL's 

Works. 


A Scroll , /^ -\ 
with works / . \ 
and date of / Stencil \ 
publication. / portrait 


A Scroll 
with works 
and date of 
publication. 


Scroll Draw- 
ing of 

Lon2;iellow's 
House. 


Date of \ 0^ 
Birth. \ Longfellow. . 
\ Above in i \ J 
\ Script neatly written. S V ^ 


Date of 

Death. 

S Above in 1, 
1 Script neatly written. ) 



Asre 
"THE CHILDREN'S POET." 

On another occasion Will Carleton's Day was remem- 
bered in the same way, and a similar program carried out 
w^ith much interest. 

You may commemorate the birthdays of such men 
as. Washington, Lincoln, Sheridan, etc., using in place of 
''authors' works above," the interesting incidents con- 
nected with their lives, poems on war scenes, war songs, 
national songs, etc., suitable to the occasion. 

Harriet Beecher Stowe's day may be very profitably 
remembered by an interesting biographical sketch, a "re- 
view" of "Uncle Tom's Cabin," an essay on the negro 
race, negro songs, plantation melodies, etc. 



28 LITERARY WORK 

HELEN HUNT JACKSON— 'H. H." 

Events in the Life of Helen Hunt Jackson. 

Chronologically Arranged. 

Born at Amherst, Mass Oct. i8, 1831 

Left an orphan 1843 

Graduated from Ipswich, Mass 1848 

Married Maj. Edward B. Hunt 1852 

Death of Maj. Hunt ., 1863 

Death of her son 1 865 

Her first poem, "Lifted Over," published 1866 

"Verses" published i 871 

"Bits of Travel" 1872 

"Bits of Talk about Home Matters" 1873 

"The Story of Boon" 1874 

Married WiUiam S. Jackson 1875 

"Bits of Talk in Verse and Prose," published 1 876 

"Mercy Philbrick's Choice," published 1876 

"Nellie's Silver Mine" — Story of Colorado Life, pub. 1876 

"Hetty's Strange History," published 1877 

'Bits of Travel at Home," pubhshed 1878 

"Letters from a Cat," published , 1878 

"Mammy Tittleback and Her Family," published. . 1881 

"A Century of Dishonor," published 1881 

"The Training of Children," published 1882 

"Condition and Needs of the Mission Indians of 

California," published 1883 

"The Hunter Cats of Connorloa," published 1884 

"Ramona," published 1884 

"Zeph: A Posthumous Story," published 1885 

'^Glimpses of Three Coasts," published 1886, 

"Sonnets and Lyrics," published 1886 

"Between Whiles," published 1887 

"The Procession of Flowers in Colorado," pub 1887 

Died August 12, 1885 



IN SCHOOL. 2g 



PROGRAM, 



*Sone:. 



Chain, Biographical of Helen Hunt (by pupils). 
Song. ------ 

Reading^Helen Hunt's Early Life. 

Recitation — "Lifted Over." 

Recitation — "My Legacy" 

Reading — Helen Hunt's Literary Career. 

Song. ----- 

9. Recitation — "Absence." 

10. Recitation — "A Wild Rose of September." 

11. Recitation— "Not as I Will." 

12. Song. ------ 

13. Reading — Helen Hunt's Work among the Indians. 

14. Recitation — "That Things are no Worse, Sire." 

15. Recitation — "Only a Bit of Lace." 

16. Recitation — "The Blind Spinner." 

17. Helen Hunt Jackson's Death. 

18. Recitation— "Last Words." 

19. Recitation — "Best." _ - . . 

20. Song. - - - _ _ 

With stencil draw in the centre of the blackboard 
a portrait of "H. H." On each side of this draw 
a scroll which is quickly done with a stencil. On 
one scroll write the names of her birthplace, three homes, 
and burial place; on the other the names of her works 
and the dates of publication, something like the following: 

♦Use appropriate songs as much as possible. 



30 



LITERARY WORK. 



iHELEN HUNT JACKSON. 
*Aged 53 yrs., 9 mos., 24 days. 



* BIRTHPLACE: 

Amberst, Mass, 
HOME: 

West Point, 
New Point, 
Colorado Snrings. 
BURIALPLACE: 
Summit Cheyenne 
Mt., Colo. 



*Born 
Oct. 18, iS3i. / , 




*(Place here 

names and 
dates of her 

works, arranged 
chronologically.) 



*Died 

Aug. 12, IS, 5. 



■[Fancy Stencil Letters. 
*Script Neatly Written. 



r'THE INDIANS' FRIEND. 



If the above is begun in time, by employing your 
odd moments and taking some time mornings and even- 
ings for a few days before, you may easily get all nicely 
done, and will scarcely miss the time. 

When the time arrives for beginning the exercises 
of the evening, the teacher may call the house to order 
and make a few appropriate and well chosen remarks, 
after which let the president of one society and the sec- 
retaries of both, take their respective places. The sec- 
retary belonging to the same society as the president 
may read the program as it is carried out, and the other 
secretary write out a record of the proceedings during the 
evening, which may then be recorded on the record-book 
of each society, and read and adopted in connection with 
the regular minutes at the next regular meetings of the 
Societies. 

If this is your first joint meeting, let the president of 



IN SCHOOL. 31 

the society which had the first meeting preside; at the 
next joint meeting have the president and secretary of 
th.e other in charge, and the secretary of the first to do 
the writing. 

If the age and experience of the pupils in office will 
not admit of their taking charge of the meeting, the 
teacher may do so himself; however, instruct them if nec- 
essary, and use the former plan if possible, as it will 
afford to patrons a better advantage of judging concern- 
ing the character of the work done, besides afford excel- 
lent drill for the pupils in appearing before an audience. 

Immediately after the officers take their places, let 
the President call upon the Censor of each society (his 
own first) to call the roll as usual, and try in every way 
possible so to conduct the exercises that visitors present 
may get an idea of the nature of the work as it is done 
regularly each Friday. 

PROGRAM. 

I. Song. - - - . . 

2 *Chain Biography of "H. H." by pupils. 

First Pupil. Helen Hunt Jackson was born in the 
town of Amherst, Mass., Oct. 10, 1831. 

Second Pupil. Her father was Nathan W. Fiske, 
professor in Amherst College. 

Third Pupil. She was left an orphan at the age of 
twelve years and went to live with her grandparents. 

*This chain Biography may be carefully written, each pupil's part on a 
separate slip of paper, numbered i, 2, 3, 4, etc , respectively, and given to pupils of 
suitable age, two or three weeks before, and by giviug them with the opening ex- 
ercises each morning they will soon be committed to memory. When Chain Biog- 
raphy is called for by the secretary, let the pupils rise in order wherever they may 
be seated. This is very interesting. 



22 LITERARY W'UKll 

Fourth Pupil. She was graduated from two schools, 
the Female Seminary at Ipswich, Mass., and Messrs. 
Abbott's School, of New York City. 

Fifth Pupil. At twenty-one she married Capt. Ed- 
ward B. Hunt and lived at West Point and Newport. 

Sixth Pupil. Her first husband. Major Hunt, was 
killed while experimenting with a submarine gun, and 
two years later she lost her two-year-old boy. 

Sevcjith Pupil. For months she shut herself up in 
her room and refused to see her nearest friends, but after 
a long struggle she was the same cheerful woman as 
before. 

Eighth Pupil. Her first poem was published in 1866 
in a paper called the Nation. 

Ninth Pupil. She spent a year in Germany and 
Italy, from which she wrote some charming books of travel. 

Tenth Pupil. In 1870 her book of "Verses" was 
published. 

Eleventh Pupil. Emerson thought her poetry above 
that of all other American women and most American 
men. 

Twelfth Pupil. Eleven years after Maj. Hunt's death 
she married Wm. S. Jackson, and after that her home 
was at Colorado Springs. Colo. 

Thirteenth Pupil. She was passionately fond of 
flowers, and her house was always filled with them. 

Fourteenth Pupil. For a long time she had wished 
to help the Indians, and resolved to write a book setting 
forth their wrongs. 

Fifteenth PtLpil. So she left her home and spent 
three months in the Astor Library, where she wrote "A 
Century of Dishonor." 



IN SCHOOL. 33 

Sixteenth Pupil. In 1833 she began to write Romona, 
the story of an Indian girl. 

Seve?itee?ith Pupil. She hoped to do for the Indian 
what Harriet Beecher Stowe did for the Negro. 

Eighteenth Pupil. She died in San Francisco, 
August 12, 1885. 

Nineteenth Pupil. She was buried on the top of 
Cheyenne Mountain, in a spot selected by herself. 

Twentieth Pupil. And on her grave her friends laid 
clover blossoms the flowers she loved best. 

3. Song. .---.. 

4. Reading---Helen Hunt's Early Life. 

America's female poets have given to the world 
some of the sweetest songs in the English tongue, but it 
is doubtful whether any among them have cheered as 
many hearts, or called forth the same feelings of kinship 
as Helen Hunt Jackson. 

It is said by one that no other writer has ever 
touched so closely upon kindred themes; has ever so 
nearly reached the heart and the sensibilities. 

True we have the Gary sisters with their pitying and 
loving hearts, which were so large that they enfolded 
all breathing and unbreathing things, and May Riley 
Smith who clothes every-day events with a pathetic 
grace. 

Yet while they succeed in voicing the half-acknowl- 
edged tenderness within us, which we may feel but can- 
not speak, Helen Hunt has "laid bare the whole recesses 
of the heart." 

Hers was a wonderful insight into human nature. 
Such intuition must have been heaven-born. Her songs 
are songs of faith made "perfect through suffering." So 
strong was her faith that that of others must seem weak 



34 



LITERARY WORK 



in comparison, and if any for a moment was led to doubt 
the existence of a God, that doubt must take flight in a 
half-hour with Helen Hunt. 

This trust and love which predominated in her, and 
which pervaded all she wrote, or thought, or did, was the 
underlying cause of her mastery over human hearts- 
She had suffered, and by her suffering was made strong. 

Helen Hunt Jackson was born at Amherst, Mass., 
Oct. 1 8, 1 83 1. Her father was the well-known Nathan 
W. Fiske, professor of languages and mathematics in 
Amherst College, and from him she inherited her vigor- 
ous brain. She was left an orphan at the age of twelve 
and went to live with her grandparents. 

She was graduated from the Female Seminary of 
Ipswich Mass., and from the school of the Messrs. 
Abbott, of New York city At twenty-one she married 
Capt. Edward B. Hunt and lived at West Point and 
Newport. Here much of her time was spent in fashion- 
able society, where she was a general favorite, but her 
bright prospects were suddenly clouded. 

Major Hunt. was killed in 1863, while experimenting 
with a sub-marine gun of his own invention. 

Two children (boys) were born to Major and Mrs. 
Hunt, one living less than a year, the other dying 
two years after the father's death had occurred. 

For months she shut herself up in her room and 
refused to see her nearest friends. It was during this 
season of grief, the crucible to her, as yet, untried soul, 
that faith gained the mastery, and at the end of bitter 
mental conflict, her strong nature had conquered her 
grief, and she came forth the same cheerful woman as 
before, purified by her trial, and ready to give to the 



IN SCHOOL 



35 



world the benefit of her experience for which she had 
paid so dearly. 

5. Recitation — ^''Lifted Over." 

6. Recitation —'*My Legacy." 

They told me I was heir, I turned in haste 

And ran to seek my treasure, 
And wondered, as I ran, how it was placed; 

If r should find a measure 
Of gold, or if the titles of fair lands 
And houses would be laid within my hands. 

I journeyed many roads; I knocked at gates; 

I spoke to each wayfarer 
I met, and said, "A heritage awaits 

Me, art not thou the bearer 
Of news? Some message sent to me whereby 
I learn which way my new possessions lie?" 

Some asked me in; naught lay beyond their door; 

Some smiled and would not tarry, 
But said that men were just behind who bore 

More gold than I could carry; 
And so the morn, the noon, the day were spent, 
While empty-handed up and down I went. 

At last one cried, whose face I could not see. 

As through the mist he hasted: 
"Poor child, what evil ones have hindered thee. 

Till this whole day is wasted? 
Hath no one told thee that thou art joint-heir 
With one named Christ, who waits the goods to share?" 



♦[Please copy from Helen Hunt's "Verses."] 



^6 LITERARY WORK 

The one named Christ I sought for many days. 

In many places vainly; 
I heard men name his name in many ways, 

I saw his temples plainly. 
But they who named him most gave me no sign 
To find him by, or prove the heirship mine. 

And when at last I stood before his face, 

I knew him by no token 
Save subtle air of joy which filled the place; 

Our greeting was not spoken; 
In solemn silence I received my share 
Kneeling before my brother and ''joint-heir." 

My share! No deed of house or spreading lands, 

As I had dreamed; no measure 
Heaped up with gold; my elder brother's hands 

Had never held such treasure. 
Foxes have holes, and birds in nests are fed — 
My brother had not where to lay his head. 

My share! The right like him to know all pain 

Which hearts are made for knowing; 
The right to find in loss the surest gain; 

To reap my joy from saving 
In bitter tears; the right with him to keep 
A watch by day and night with all who weep. 

My share! To-day men call it grief and death; 

I see the joy and life to-morrow; 
I thank my Father with my every breath 

For this sweet legacy of sorrow, 
And through my tears I call to each, "Joint-heir 

With Christ, make haste to ask him for thy share,' 



IN SCHOOL. 37 

7. Reading---Hclen Hunt's Literary Career. 

Mrs. Hunt's Literary career began in 1866 when her 
first poem was printed in the Natio7i. It was entitled, 
^'Lifted Over," and was widely copied, many bereaved 
parents being comforted by it. 

She had written but little previous to this time, but 
now her pen became her solace, and from then until her 
death she was constantly engaged at her work. A year 
was spent in Germany and Italy and resulted in some 
charming books of travel. In 1871 her book of "Verses" 
was published. 

Shortly after the publication of this work Ralph 
Waldo Emerson walked into the office of the publishers 
and inquired for the poems of "H. H." While he was 
looking at it, the attendant ventured to remark that 
"H, H." was called our greatest woman poet. "The 
'woman' might well be omitted," was the reply of the 
Concord philosopher. 

He was then engaged in compiling his poetical 
anthology (Parnassus), in the preface to which he says: 
"The poems of a lady who contents herself with the 
initials 'H. H.' in her book published in Boston (1874), 
have a rare merit of thought and expression, and will 
reward the reader for the careful attention they require." 

Eleven years after Major Hunt's death she was 
married to Wm. S. Jackson, a banker of Colorado 
Springs, and after that her home was there. The years 
passed in Colorado were happy ones. She was 
passionately fond of flowers and her house was always 
filled with different varieties. 

She was accustomed to leave her beautiful home, 
and to spend hours at a time in solitude and meditation, 
in the mountains near by. 



38 LITERARY WORK 

Many beautiful poems and two novels were written 
here, "Merc}^ Philbrrook's Choice" and "Hettie's Strange 
History," but her greatest work was j^et to be done. 

8. Song. ------ 

9. Recitation — ^'Absence" - - - " - 
"The shortest absence brings to every thought 

Of those we love a solemn tenderness. 

It is akin to death. Now we confess 
Seeing the loneliness their loss has brought. 
That they were dearer far than we had taught 

Ourselves to think. We see that nothing less 

Than hope of their return could cheer or bless 
Our weary days. We wonder how, for aught 

Or all of fault in them, we could heed 
Or anger, with their loving presence near. 

Or wound them by the smallest word or deed. 

Dear absent love of mine: It did not need 
Thy absence to tell me thou wert dear, 
And yet the absence maketh it more clear." 

10. Recitation — "A Wild Rose of September." 
O wild red rose, what wind has stayed 

Till now thy summer of delights? 
Where hid the south wind when he laid 

His heart on thine, these autumn nights? 
O wild red rose! Two faces glow 

At sight of thee, and two hearts share 
All thou and thy south wind can know 

Of sunshine in this autumn air. 

O sweet wild rose! O strong south wind! 

The sunny roadside asks no reasons 
Why we such secret summer find. 

Forgetting calendars and seasons. 



IN SCHOOL. 39 

Alas! red rose, thy petals wilt; 

Our loving hands tend them in vain; 
Our thoughtless touch seems like a guilt; 

Ah! could we make thee live again 

Yet joy, wild rose! Be glad, south wind! 

Immortal wind! Immortal rose! 
Ye shall live on, in two hearts shrined, 

With secrets which no words disclose." 

II. Recitation — "Not as I Will." 

Blindfolded and alone I stand, 

With unknown thresholds on each hand; 

The darkness deepens as I grope, 

Afraid to fear, afraid to hope; 

Yet this one thing I learn to know 

Each day more surely as I go. 

That doors are opened, ways are made, 

Burdens are lifted or are laid 

By some great law unseen and still 

Unfathomed purpose to fulfill, 

''Not as I will." 

Blindfolded and alone I wait; 
Loss seems too bitter, gain too late; 
Too heavy burdens in the load, 
And too few helpers on the road; 
And joy is weak and grief is strong. 
And years and days so long, so long! 
Yet this one thing I learn to know 
Each day more surely as I go. 
That I am glad the good and ill 
By changeless law are ordered still, 
''Not as I will." 



40 LITERARY WORK 

"Not as I will!" The sound grows sweet 

Each time my lips the words repeat 

"Not as I will," the darkness feels 

More safe than light, when this thought steals 

Like whispered voice to calm and bliss 

All unrest and all loneliness, 

"Not as I will," because the One 

Who loved us first and best has gone 

Before us on the road, and still 

For us must all his love fulfill, 

"Not as I will" 

12. Song. . _ - - 

13. Reading — Helen Hunt's Work Among the Indians. 
For a long time she had wished to help the Indians, 

and she resolved to write a book setting forth their 
wrongs. So she left her home in Colorado Springs and 
spent three months in the Astor Library, of New York, 
where she wrote "A Century of Dishonor." She spent in 
all a year writing and collecting material for this book, 
and when it was finished she sent a copy to every mem- 
ber of Congress, at her own expense. As a result of her 
faithful study she was appointed special commissioner to 
investigate the condition of the Mission Indians in Cali- 
fornia. 

Several able articles on the subject were published 
in the Century, and her report is wonderfully clear and 
accurate. 

With Abbot Kinney she wrote "Condition and 
Needs of the Mission Indians of California," which was 
published at Washington by the United States govern- 
ment, 1883. 

In 1883 she began to write "Romona" into which, as 



IN SCHOOL, 41 

she said, she put her ''heart and soul." The book was 
at once reprinted in England, and became very popular. 
She hoped to do for the Indian what Harriet Beecher 
Stowe did for the negro, and had she reached the age of 
Mrs. Stowe, her fondest hopes would doubtless have been 
realized. 

14. Recitation — ''That Things are no Worse, Sire." 

From the time of our old Revolution, 

When we threw off the yoke of the king. 
Has descended this phrase to remember. 

To remember, to say, and to sing; 
'Tis a phrase that is full of a lesson. 

It can comfort and warm like a fire. 
It can cheer us when days are the darkest: 

^^That things are no worse, O, my sireP' 

'Twas King George's prime minister said it, 

To the King who had questioned in heat, 
What he meant by appointing Thanksgiving 

In such times of ill luck and defeat; 
"What's the cause for your Day of Thanksgiving, 

Tell me, pray," cried the king in his ire; 
Said the minister, "This is the reason: 

That things are no worse, O, my Sire!" 

There has nothing come down in the story. 

Of the answer returned by the king; 
But I think on his throne he sat silent, 

And confessed it a sensible thing. 
For there's never a burden so heavy 

That it might not be heavier still; 
There is never so bitter a sorrow. 

That the cup would not fuller fill. 



42 LITERARY WORK 

And whatever of care or of sadness 

Our life and our duties may bring, 
There is always the cause for thanksgiving, 

Which the minister told to the king. 
'Tis a lesson to sing and remember; 

It can comfort and warm like a fire. 
Can cheer us when days are the darkest: 

''That things are no worse, O, my Sire."" 

15. Recitation— ''Only a Bit of Lace." 

Only a bit of lace, 

Only a few ells long. 
The whirr of a wing in a second's ^race 

Could blow it away without a trace, 
So light was the fairy bit of lace; 

Hardly the thing for a song! 
Hardly the thing for a song! But wait; 

There is a story to relate. 

Summer in Calvados; 

A woman all bent and old. 
So blind that she totters as she goes; 

Her hair is white as the driven snows; 
Faint with hunger, the whole village knows, 

But lace like hers brings gold. 
It is so fine, brings gold. Oh! wait. 

She is weaving early, she is weaving late. 

Calvados' leaves are shed; 

The summer is over and gone; 
Calvados' winters are cold, 'tis said. 

There's a house where eyes with tears are red: 
The blind old mother is lying dead. 

But the bit of lace is done. 



IN SCHOOL. 43 

"See! the lace is done, sir priest. Oh! wait, 
The pay is sure though sometimes late." 

Summer across the seas, 

Summer on land, in sky, 
Summer in a heartless heart at ease, 

With swift, white hands to snatch and seize 
Gifts from a lover, who kneels to please 

Each mood as it flits by. 
What mood is this flits by? ''Oh! wait, 

My sweet. 'Tis bought. The man comes late." 

^ * ^ . -Sf ¥: 

Only a bit of lace. 

Only a few ells long, 
But the whole of hfe, and a life's last grave. 

Gone in a moment without a trace, 
Were in the threads of that bit of lace. 

Oh! the death and doom in the song. 
Oh! the death and doom in the song. But wait; 

The mills of the gods grind slow, grind late! 
i6. Recitation— "The Blind Spinner." 
Like a blind spinner in the sun 

I tread my days; 
I know that all the threads will run 

Appointed ways; 
I know each day will bring its task, 

And being blind no more I ask. 
I do not know the use or name 

Of that I spin; 
I only know that some one came. 

And laid within 
My hand the thread, and said, "Since you 

Are blind, but one thing you can do." 



44 LITERARY WORK 

Sometimes the threads so rough and fast 

And tangled fly, 
I know wild storms are sweeping past, 

And fear that I 
Shall fall; but dare not try to find 

A safer place, since I am blind. 

I know not why, but I am sure 

That tint and place 
In some great fabric to endure 

Past time and race 
My threads will brave; so from the first, 

Though blind, I never felt accursed. 

I think perhaps, this trust has spjung 

From one short word 
Said over me when I was young, — 

So young, I heard 
It, knowing not that God's name signed 

My brow, and saaled me his, though blind. 

But whether this be seal or sign 

Within, without, 
It matters not. The bond divine 

I never doubt. 
I know he set me here, and still. 

And glad, and blind, I wait His will. 

But listen, listen, day by day. 

To hear their tread 
Who bear the finished web away, 

And cut the thread, 
And bring God's message in the sun, — • 

"Thou poor blind spinner, work is done." 



IN SCHOOL. 45 

17. Reading — Helen Hunt's Death. 

While actively engaged in her work in California, 
she was taken with malarial fever, and carried to San 
Francisco, where she died August 12, 1885. She knew 
that death was cominsr, but she did not fear it. 



'&> 



Her only regret was that she had not accomplished 
more. Four days before her death she wrote the follow- 
ing letter to President Cleveland. 
To Grover Cleveland, 

President of the United States. 

Dear Sir: From my death-bed I send you a message 

of heart-felt thanks for what you have done for the Indians. 

I ask you to read my "Century of Dishonor." I am dying 

happier for the belief I have that it is your hand that is 

destined to strike the first steady blow toward lifting this 

burden of infamy from our country, and righting the 

wrongs of the Indian race. 

With respect and gratitude, 

Helen Jackson. 

While the "red-man" lost a sympathetic friend, who 
earnestl}'' pleaded for his rights, we also believe that a 
writer of "high and real gifts as a novelist," was lost to 
the world by the untimely death of Mrs. Jackson. 

She was buried on the summit of Cheyenne Moun- 
tain, in a spot selected by herself, from which her home 
in the city below may be seen, and on her grave her 
friends laid clover blossoms, the flowers she loved best. 
She requested that no monument be erected to her 
memory, but that each friend who visited her grave 
should place there a stone, and as we view to-day this 
chosen resting place we see a monument of more value 
than marble or granite; her grave is now one vast heap 
of stones of various sizes, for it has been the Mecca of 



46 LITERARY WORK 

hundreds of tourists, until the path leading to it is well 
worn from the foot-steps of those who have gone to pay 
their tribute to her who was poet, sister and friend to the 
whole world. 

Should you ever go to Colorado Springs, do not lose 
the opportunity of visiting this spot, made sacred by her 
whose songs have cheered so many sad hearts, and who 
sacrificed so much for the cause of the despised "red-man." 

18. Recitation— "Last Words." 

"Dear hearts, whose love has been so sweet to know. 

That 1 am looking backward as I go. 

Am lingering while I haste, and in this rain 

Of tears of joy, am mingling tears of pain ; 

Do not adorn with costly shrub, or tree. 

Or flowers, the little grave that shelters me. 

Let the wild wind-sown seeds grow up unharmed, 

And back and forth all summer, unalarmed. 

Let all the tiny, busy creatures creep; 

Let the sweet grass its last year's tangle keep, 

And when remembering me, you come some day 

And stand there, speak no praise, but only say, 

"How she loved us! 'Twas that which made her dear." 

Those are the words that I shall joy to hear. 

19. Recitation— "Best." . . . . 

Mother, I see you, with your nursery light. 
Leading your babies all in white. 

To their sweet rest; 
Christ, the good Shepherd, carries mine to-night. 

And that is best. 

I can not help tears, when 1 see them twine 
Their fingers in yours, and their bright curls shine 
On your warm breast; 



IN SCHOOL. 



47 



But the Savior's is purer than yours or mine, 
He can love best. 

You tremble each hour because your arms 
Are weak; your heart is wrung with alarms, 

And sore oppressed; 
My darlings are safe out of reach of harms. 

And that is best. 

You know over yours may hang even now 
Pain and disease, whose fulfilling slow 

Nought can arrest; 
Mine in God's gardens run to and fro, 

And that is best. 

You know of yours; your feeblest one 
And dearest may live long years alone, 

Unloved, unblest; 
Mine are cherished of saints around God's throne, 

And that is best. 

You must dread for yours the crime that sears, 
Dark guilt unwashed by repentant tears, 

And unconfessed; 
Mine entered spotless on eternal years; 

Ch! how much the best. 

But grief is selfish; I cannot see 
Always why I should so stricken be 

More than the rest: 
But I know that as well as for them, for me, 

God did the best. 

Song. ..---- 



48 



LITERARY WORK 




(^NaUZZ^ 



JOHN GREENLEAF WHITTIER. 

Events in the Life of Whittier. 

Chronologically Arranged. 

;3orn at Haverhill, Mass Dec. 17, 1807. 



IN SCHOOL. 49 

Sent his first Poem to Mr. Garrison's Paper 1826. 

Went to Haverhill Academy 1827. 

Removed to Boston and engaged in Journalism .... 1828, 

Edited ''New England Weekly Review,'' Hartford, Ct. 1830. 

Published ''Legends of New England." 1831. 

Was Secretary of the National Anti-Slavery Con- 
vention at Philadelphia 1833. 

Member of Massachusetts State Legislature 1835. 

Edited the ''Haverhill Gazette r 1836. 

Edited the "Pe?i?isylvania Freeman.'' 1838. 

Removed to Amesbury 1 840. 

Published "Voices of Freedom 1833-48 

Published "Leaves from Margarie Smith's Journal." 1849. 

Published his ''Poems," First Edition 1849. 

Published his "Poems," Second Edition 1857. 

Published "Snow-Bound." 1866. 

Published "The Tent on the Beach." 1867. 

Given a dinner by the publishers of the Atlantic 
Monthly in honor of his seventieth birthday, 
Dec. 17, 1 877. 

Received degree of Doctor of Laws from Harvard 

University 1886. 

Celebration of his eightieth birthday, with congratu- 
latory letters from North and South, Dec. 17, ..1887. 

Died at Hampton Falls, Mass., Sept. 7, 1892 

PROGRAM. 



Singing — Hymn by J. G. Whittier. 

Reading — Whittier, the Boy. 

Recitation — "In School-days." 

Reading — Whittier's Home. ("Poets' Homes.") 

Song — "Lingering Memories." 



50 LITERARY WORK. 

6. Reading— Whittier, the Youth. 

7. Recitation — "The Barefoot Boy." 

8. Recitation — "Skipper Ireson's Ride." 

9. Reading — Whittier, the Writer and Reformer. 

10. Song — "Laus Deo." 

11. Recitation — "Barbara Frietchie." 

12. Reading — Whittier, the Man. 

13. Recitation— "Maud Muller." 

14. Recitation — "The Sisters." 

15. Recitation — "The Three Bells." 

16. Song— "The Old Oaken Bucket." - 

17. Reading — Whittier's Death. 

18. Chain of Quotations. 

19. Recitation — "The Divine Goodness." - 

20. Song — "Centennial Hymn." 

From a stencil carefully draw a portrait of Whittier 
in the centre of the black-board, also to the right draw 
a stencil picture of Whittier's home, and to the left, of 
his ^birthplace. Then with a stencil alphabet (price 20 
cents) place the names and dates on the board in the 
following manner. 



*JOHN GREENLEAF WHITTIER. 
+ig-ed 84 yrs.f 8 mos., 20 days. 

0%Born{ J^Died I J 

Dec. 17, 1S07. V.^' Sept. 7, 1892. V-X 

*WbiUier's Birthplace, *" OUR QUAKER FdET." *Wbittier's Home, 

iHaverhill, Mass. fAmesbury, Mass. 

*large fancy stencil capitals, 
f Small fancy stencil capitals. 
^Script {neatly written). 

On each side of the above make a scroll, which is 
quickly done with a stencil. On one of these copy a list 

*If you have not a stencil of the Birthplace, i^et a copy of Christian Herald 
No. 38, Sept. 21, 1892, and draw from that. Published at New York. Price, 5 cents. 



IN SCHOOL. tj 

of his works and on the other the events of his life ar- 
ranged chronologically. Be careful to have all this work 
very neatly done. 

You may manage to do without this part of the 
black-board for several days, by having students use 
their slates, and so find time to finish this work mornings 
and evenings. When quite busy I sometimes called on 
some of the older pupils for assistance in the work, which 
was always cheerfully given. 

(For directions for conducting the exercises, see 
biographical sketch of Helen Hunt Jackson, page 30.) 

PROGRAM. 

I. Hymn, by J. G. Whittier. 

(Tune — "Invitation" or any C. M. tune.) 
"We may not climb the heavenly steeps 

To bring the Lord Christ down: 
In vain we search the lowest deeps, 

For Him no depths can drown. 
But warm, sweet, tender, even yet 

A present help is He; 
And faith has yet its Olivet, 

And love its Galilee. 

The healing of the seamless dress 

Is by our beds of pain; 
We touch Him in life's throng and press. 

And we are whole again. 

Through Him the first fond piayers are said 

Our lips of childhood frame; 
The last low whispers of our dead 

Are burdened with His name." 



52 LITERARY WORK 

2. Reading — Whittier, the Boy. 

In the extreme northeastern corner of Massachusetts, 
seventeen miles from where the Merimac, after changing 
its mind in a crazy fashion, empties into the sea, is the 
town of Haverhill. 

Three miles from the town is an old farm-house with 
nothing to distinguish it from many of the New England 
farm-houses except that it is the "^birth-place of the poet 
Whittier. Here, in the home so graphically described in 
•'Snowbound," he passed his boyhood, guided and con- 
trolled by the firm hand of a father, whom he describes 
as "a prompt, decisive man, wasting no breath," — 
watched over and trained by a mother w^hose religious 
nature and abounding charity left their impress on her 
son. 

In the old brown school-house presided over by 
Joshua Coffin he went to school. He has written a poem 
to Mr. Coffin in which he says: 

''I, the urchin unto whom 

In that smoked and dingy room, 

Where the district gave thee rule 

O'er it's ragged winter school, 

Thou didst teach the mysteries 

Of those weary A B C's. 
From which we are led to think that A B C's are as 
tiresome to poets as to other small boys. A school-mate 
of his tells us that in this same school, young Whittier 
passed much time writing verses to the sad neglect of his 
sums. 

He had made the old school-house familiar to us in 
his little poem, "In School Days." 

♦This may be placed on the blackboard by one who can draw, by taking it 
from the Christian Herald, vol. 12, No. 38. New York. Price, 5 cents. 



IN SCHOOL. 



53 



3. Recitation — "In School-days." 

4. Reading — *Whittier's Home. 

5. Song — "Lingering Memories." - D. I. Hodges. 

6. Reading — Whittier, the Youth. - 

There seems to have been httle in the home reading 
of our poet to stimulate a literary taste. In these days 
of public libraries, of Youth's Companions and " Wide 
Awakes,'' of Trowbridges and Coffins, and "Young 
Folks' Reading Circles," we can hardly imagine how little 
there was for a boy to read eighty-five years ago. 

The Whittier library consisted of "scarce a score" of 
books and pamphlets, all told, among them "Pilgrim's 
Progress," "Lindley Murray's Reader" and 

"One harmless novel, mostly hid. 

From younger eyes a book forbid, 

And poetry (or good or bad, 

A single book was all we had.)" 
In addition to this they had the almanac and the 
weekly newspaper — scant food, one would think, on which 
to nourish poetical genius. While still a boy Whittier 
purchased from a pedler a copy of Burns' poems, which 
he read and re-read until he knew them by heart. He 
says that Burns opened his eyes to the beauty in homely 
things, and his critics trace many of his characteristics 
to the influence of the Scotch poet. 

With so few books to read, he grew up reading the 
one great book open to rich and poor, and the hills, the 
sea, all things in nature, opened to him their secrets. 
He drank in eagerly the traditions of the time and place, 
to reproduce them years afterward in his legends and 
witch-tales. 

""'From Poets' Home." 



54 LITERARY WORK 

Some one has said that if the history of New Eng- 
land should be lost it could be reconstructed from 
Whittier's works. 

7. Recitation — "The Barefoot Boy." 

8. Recitation — ''Skipper Ireson's Ride." 

9. Reading — Whittier, the Writer and Reformer. 

Mr. Whittier's introduction to the world of letters 
was in this way: When nineteen years of age he sent a 
poem written with blue ink on coarse paper to the Free 
Press, a paper edited by Wm. Lloyd Garrison. Mr. 
Garrison found it under his door, where it' had been put 
by the postman, and his first impulse was to throw it 
into the waste-basket. He decided, however, to read it, 
was impressed with the marked genius it bore, and pub- 
lished it a few weeks later. 

The young poet, in the meantime, was in suspense as 
to its fate. He was in the field with his uncle one day, 
mending the stone wall, when the postman came by and 
threw him the weekly paper. With a beating heart he 
tore off the wrapper; there was his poem. This, of course, 
encouraged him to send other poems to the same paper, 
and so impresed was Mr. Garrison with them that he 
inquired of the postman who it was that was sending 
him contributions from East Haverhill. The postman 
said it was "a young farmer named Whittier," and 
Garrison decided to ride over on horse-back, a distance 
of fifteen miles, to see his contributor. When he reached 
the farm Whittier was in the field, and when told that 
there was a gentleman in the house that wanted to see 
him, the young poet felt very much like "breaking for the 
brush," no one ever having called on him in this way 
before. However, he slipped in at the back door, made 
his toilet and met his visitor, who told him that he had 



IN SCHOOL. 55 

power as a writer, and urged him to improve his talents. 
The father came in during the conversation and asked 
young Garrison not to put such ideas into the mind of 
his son, as they would only unfit him for his home duties. 
But fortunately it was too late! 

He went soon after to the Haverhill Academy, 
where he remained several years, sending contributions 
from time to time to different papers. 

In 1820 he went to Boston to study, but soon en- 
gaged in editorial control of one paper after another. 
When the invitation came for him to take charge of the 
New England Review, of Hartford, in the absence of the 
editor, George D. Prentice, he says, himself, that he 
would not have been more utterly astonished if he had 
been appointed prime minister to the Khan of Tartary. 

Thus a brilliant career was opening up before our 
poet; but a cause more urgent than personal fame was 
calling for him. About this time the anti-slavery move- 
ment was taking active shape in conventions and anti- 
slavery papers and societies. Abolitionism was an un- 
popular thing North or South. For Mr. Whittier to 
identify himself with it was literary suicide; to fail to do 
so was to stifle his sense of justice. Being a conscien- 
tious man, right and justice prevailed, and for years he 
gave all his influence to the cause. So unpopular did 
this make him that he says for twenty years his name 
would have hindered the circulation of any literary or 
political journal in the country. 

It was not unusual in those days for Abolitionists 
to be mobbed for expressing their views, and Mr. 
Whittier tells of an experience of this kind in Concord, 
N. H. 

He had gone there with Mr. Thompson, an English- 



56 LITERARY WORK 

man, to hold an Abolition meeting, and the people deter- 
mined to prevent it. They were set upon by a mob as 
they went down the street and only escaped b}^ taking 
refuge with an honorable man, who refused to give them 
up, though not himself an Abolitionist. It was, for- 
tunately, a bright moonlight night, and about two o'clock 
the two gentlemen escaped by driving off rapidly to 
Haverhill. Some time after sunrise they stopped at a 
wayside inn to rest their horse and get breakfast. While 
they were at the table the landlord said: "They're hav- 
ing a time of it down at Haverhill." 

"How is that?" 

"Oh, one of them blamed Abolitionists was lecturin' 
there; he had been invited to the town by a young fellow 
named Whittier, but they made it pretty hot for them, 
and I guess neither he nor Whittier will be in a hurry to 
repeat the thing." 

"What kind of a fellow is this Whittier?" 

"Oh, he's an ignorant sort of a fellow; he don't know 
much." 

"And who is this Thompson they're talking about?" 

"Why, he is the man sent over here by the British 
to make trouble with our government." 

As the two friends were stepping into the buggy 
Mr. Wliittier, with one foot on the step, turned and said 
to the host, who was standing by with several tavern 
loafers: "You've been talking about Thompson and 
Whittier. This is Mr. Thompson and / am Whittier, 
Good morning." "And jumping into the buggy," said 
the poet with a twinkle in his eye, "we whipped up, and 
stood not on the order of our going." 

Everbody knows the power of a cry (a song like 
"John Brown's Body" or a pithy sentence or phrase) in 



IN SCHOOL. 



S7 



any great movement. There can be no doubt that 
Whittier's poems did as much toward bringing about the 
abolition of slavery as Garrison's editorials. 

10. Singing — ''Laus Deo." 

(Song and Chorus by F. Boott.) 

11. Recitation — "Barbara Frietchie." 

12. Reading — Whittier, the Man. 

In 1840 Mr. Whittier sold the farm, and removed 
with his mother to Amesbury, a small town about nine 
miles nearer the sea than Haverhill. His principal reason 
for this change, it is said, was that his mother should be 
nearer the Friend's meeting-house, where they had al- 
ways worshiped. Mr. Whittier, like his ancestors, was 
a Quaker, and he was in the habit of "tending" Quaker 
meeting twice a week. 

At Amesburz, after the death of his mother, he 
lived with his beloved sister, Elizabeth, between whom 
and himself there was a bond so close that the want of 
other companionship was hardly felt. She is described 
as a rare woman, sympathizing with him thoroughly in 
his work, and not without literary ability herself. 

In this home the greater part of Mr. Whittier's 
literary work was done. Here he wrote his "Songs of 
Labor," his ballads, and his masterpiece, "Snowbound." 
When the home was broken up by the death of his sister, 
and the marriage of his niece, he went to Oak Knoll, 
near Danvers, to become a welcome, honored member of 
the family of relatives residing there. Here he passed 
most of the time, but at certain seasons, impelled by a 
longing for old associations, he went back to his old 
home. 

In reading a poet's words we often stop to wonder 
what he is like — how he looks — whether he ever loses 



58 LITERARY WORK 

his temper or snubs the children — in short, what he is as 
a man. We obtain only a one-sided view of Mr. 
Whittier's character from his stirring anti-slavery 
poems. They tell nothing of the gentleness, the abound- 
ing charity of the man. This we learn from other poems 
and from the many incidents illustrating it. 

His habit of genial conversation with all he met, and 
a happy faculty of adapting himself to his audience ren- 
dered him a general favorite, — not too much feared to be 
loved. A countryman who once worked for him, says: 
"Why, you wouldn't think it, would you ? but he talks 
just like common folks. He was talking about the apples 
one day, and he said: 'Some years they aint worth pickin' 
— just like anybody, you know; aint stuck up at all, and 
yet he's a great man, you know." 

As James Buchanan was our ''bachelor president," 
so Whittier was our "bachelor poet." In an old bachelor 
we seldom look for a love for children, but Mr. Whittier 
rivaled Mr. Longfellow in the number of his little friends. 
Wherever they met him, he was looked upon as a legiti- 
mate prey, and entered so fully into their games, and 
gave so freely from his fund of stories that he was a wel- 
come companion always. An incident shows his sym- 
pathy with childish wants. 

His little niece wanted the scarlet cape worn by 
other children. It was objected to by the family because 
of the Quaker habit of wearing drab, but Mr. Whittier 
insisted upon her having it. 

An amusing peculiarity was his color-blindness, 
which certainly does not appear in his pen pictures. On 
one occasion the library fire, which he was so fond of 
having, damaged the border of the wall-paper; he matched 
the pattern and triumphantly replaced it before detection, 



IN SCHOOL. 



59 



only to learn that he had substituted for the green vine, 
one of autumnal crimson. 

Mr. Whittier's modesty and distrust of himself are 
well known, though he was once observed applauding 
vigorously one of his own poems, having failed to recog- 
nize his words when given by another. 

His patience was often severely taxed by the letters 
and manuscript he received from young writers, but he 
criticized and advised, and often returned manuscripts at 
his own expense. For many years before his death he 
wrote about two thousand autographs yearly. 

In appearance Mr. Whittier was tall, slight and erect, 
with black eyes, that still flashed under the white locks. 

He was active and took great interest in all that per- 
tained to the home-life. Every morning before break- 
fast, on fine days, he might be found in his garden, which 
he kept scrupulously neat. He was a good talker, had a 
keen sense of the ludicrous, and was a welcome member 
of the family, wherever he resided. 

He gives us in his life a beautiful picture of what old 
age may be with a cultured mind and a trusting heart, 
and exemplifies his own words: 

"I mourn no more my vanished years! 

Beneath a tender rain. 
An April rain of smiles and tears. 

My heart is young again. 

No longer forward nor behind, 

I look in hope or fear; 
But, grateful, take the good I find; 

The best of now and here. 



6o LITERARY WORK 

And so the shadows fall apart, 

And so the west winds play, 
And all the windows of my heart 

I open to the da}^" 

13. Recitation — "Maud Muller." 

14. Recitation — '-The Sisters." . - - 

15. Recitation — "The Three Bells." 

16. Song— "The Old Oaken Bucket." 

("Excell's School Songs.") 

17. Reading — Whittier's Death. 

One of Whittier's latest, if not his very last poem, 
was addressed to his life-long friend and fellow-poet, 
Oliver Wendell Holmes, on the latter's birthday, Aug. 
29, 1892. Both belonged to that renowned group of 
American literati which included Emerson, Longfellow 
and Lowell; the only one of these now living is Holmes, 
to whom Whittier wrote: 

"Far off, and faint as echos of a dream. 

The songs of boyhood seem. 
Yet, on our autumn boughs, unfiown with spring, 

The evening thrushes sing." 

He sleeps beneath the elms in the Friends' cemetery 
at Amesbury, his remains having been brought from 
Hampton Falls, Mass., where he died at the house of a 
friend, Sept. 7, 1892. The school-children in many towns 
and villages of the old Bay State Commonwealth, for 
3^ears made "Whittier's Day," Dec. 17, a holiday. Now, 
instead of visiting the old gray poet on the anniversary 
and giving him a basket of rare white roses, they place a 
garland on the Quaker singer's quiet grave. 



IN SCHOOL. 6l 

Many years ago he wrote these beautifuUines, which 
were, no doubt, reahzed when he closed his eyes forever 
on the things of earth: 
"Be near me when all else is from me drifting, 

Earth, sky, home's pictures, days of shade and shine. 
And kindly faces to my own uplipting 

The love which answers mine. 
Some humble door among Thy many mansions, 

Some sheltering shade where sin and striving cease. 
And flows forever through heaven's green expansions. 

The river of Thy peace." 
1 8. Chain of Quotations. 

1. "God's errands never fail." 

2. "Alas for him who never sees 

The stars shine through his cypress trees!" 

— S7iowbou7id. 

3. "Life is ever Lord of death; 

And love can never lose its own." — Snowbound. 

4. "The home-pressed question of the age can find 
No answer in the catch-word of the blind 
Leaders of the blind. Solution there is none, 
Save in the golden rule of Christ alone," 

— The Problem. 

5. "God's ways seem dark, but soon or late, 
They touch the hills of day; 

The evil cannot brook delay. 
The good can well afford to wait." 
— Lines to Friends under arrest for aiding fugitive slaves. 

6. "O heart, sore tried! thou hast the best 
That heaven itself should give thee, — rest" 

— Snow-Boimd. 



62 LITERARY WORK 

7. "For of all sad words of tongue or pen, 
The saddest are these: It might have been." 

— Maud Muller. 

8. "How wearily the grind of toil goes on 

Where love is wanting!" — Afno?ig the Hills. 

9. *'Who holds to his another heart 

Must needs be worse or better." — Ajnong the Hills. 

10. "For still in mutual sufferance lies 
The secret of true living, 

Love scarce is love that never knows 

The sweetness of forgiving." — Among the Hills. 

11. "Heaven's gate is shut to him who comes alone: 
Save thou a soul, and it shall save thine own." 

— The Two Rabbis. 

12. "I only know I cannot drift 

Beyond His love and care." — The Divi?ie Goodness. 
19. Recitation, (by teacher) "The Divine Goodness." 
(Undoubtedly the best of Whittier's productions). 

"O friends! with whom my feet have trod 

The quiet aisles of prayer. 
Glad witness to your zeal for God 

And love of man, I bear. 

I trace your lines of argument: 

Your logic linked and strong 
I weigh as one who dreads dissent, 

And fears a doubt as wrong. 

But still my human hands are weak 

To hold your- iron creeds: 
Against the words ye bid me speak 

My heart within me pleads. 

Who fathoms the Eternal Thought? 
Who talks of scheme and plan? 



IN SCHOOL. 63 

The Lord is God! He needeth not 
The poor device of man. 

I walk with bare, hushed feet the ground 

Ye tread with boldness shod; 
I dare not fit with mete and bound 

The love and power of God. 

Ye prai&e his justice: even such 

His pitying love I deem: 
Ye seek a king; I fain would touch 

The robe that hath no seam. 

Ye see the curse which over broods 

A world of pain and loss: 
I hear our Lord's beatitudes 

And prayer upon the cross. 

I see the wrong that round me lies, 

I feel the guilt within; 
I hear with groan and travail-cries, 

The world confess its sin. 

Yet in the maddening maze of things. 

And tossed by storm and flood, 
To one fixed stake my spirit clings: 

I know that God is good. 

Not mine to look where cherubim 

And seraphs may not see, 
But nothing can be good in him 

Which evil is in me. 

The wrong that pains my soul below 

I dare not throne above; 
I know not of this hate — I know 

His goodness and His love. 



64 LITERARY WORK 

I dimjy guess from blessings known 

Of greater out of sight, 
And, with the chastened Psalmist, own 

His judgments, too, are right. 

I long for household voices gone, 

For vanished smiles I long. 
But God has led my dear ones on, 

And he can do no wrong. 

And so beside the silent sea 

I wait the muffled 'oar; 
No harm from Him can come to me 

On ocean or on shore. 

I know not where his islands lift 

Their frouded palms in air; 
I only know I cannot drift 

Beyond his love and care." 

Song — "Centennial Hymn." - J. K. Paine. 



20. 



REFERENCE BOOKS. 

John Greenleaf Whit tier, by Francis H. Underwood. 

John Gree?tleaf Whittier, by W. Sloan Kennedy. 

Foets of America, by E. C. Stedman. 

Homes and Haimts of our Elder Poets, hy R. H. Stoddard. 

Poets' Homes. 

Riverside Literature, No. 5. Whittier Leaflets. 

America?i Prose. A7?tertcan Poetry. 

All the above may be had from the publishers of this 
work 



IN SCHOOL. 65 



CONSTITUTION FOR LITERARY SOCIETY. 



We, the pupils of *District No. 43, Ogle Co., Illinois 
together for the purpose of awakening and stimulating 
an interest in Literary Work, and of making all possible 
advancement in correct reading and speaking, thereby 
improving those faculties with which God has endowed 
us, do hereby adopt for our government the following 
Constitution and By-Laws: 

Article i. — Name. 

The name of this society shall be the Carleton 
Literary Society of Ogle Co., Illinois. 

Article 2. — Membership. 

Sec. I. Any one who is a pupil of this school may 
become an active member of the Society. 

Sec. 2. Any person, who is not a pupil in the schooh 
may become an active member by signing the constitu" 
tion and paying an initiation fee of ten cents. 

Sec. 3. Applicants for membership, who are not 
pupils in this school, shall present their names to the 
secretary, who in turn shall present them to the Society 
at a regular meeting, to be voted upon. 

Sec. 4. All new pupils who have attained the legal 
school age, or who have moved into the district, shall be 
assigned to one or the other of these Societies within 
two weeks after entering the scliool. ' 

♦Change to county or state, or name of pubilc school and town, as the case 
liiaybe. 



66 LITERARY WORK 

Sec. 5. Any active member of the Society, who 
may be expelled from school, loses his membership in the 
Society until he is legally restored as a pupil of the 
school. 

Sec. 6. All active members of this Society, after 
having ceased to attend school here, shall be regarded 
as honorary members of the Society, and shall be en- 
titled to all the rights and privileges of active members, 
whenever such member shall be in attendance. 

Article 3. — Officers. 

Sec. I. The officers of this Society shall be a Presi- 
dent, Vice-President, Secretary, Assistant- Secretary, 
Treasurer, Chorister, Librarian and Censor. 

The teacher shall act as Critic. 

Sec. 2. The officers shall be elected by ballot at the 
last regular meeting in each term of office, and shall 
enter upon the duties of their respective offices at the 
first regular meeting after the election. 

Sec. 3. The ballots for election shall be prepared 
previous to the election by a committee of three mem- 
bers of the society, appointed by the President, at the 
last meeting prior to the election. 

Sec. 4. The term of office shall continue for three 
regular meetings of the Society. 

Article 4. — Duties of Officers. 

Sec. J. It shall be the duty of the President *to 
make a short inaugural address at the beginning of his 
term of office, to preside at all regular meetings of the 
Society, to enforce a rigid observance of the Constitution 
and By-Laws, to fill all vacancies by appointment, (pro 

*The performance of this duty will of course depend upon the ag^e and 
ability of the pupil, to be determined by the teacher. 



IN SCHOOL. 67 

tern) to appoint all committees, not otherwise provided 
for, |to decide all points of order, to give the casting vote 
when the Society is equally divided, and to perform such 
other duties as the office may require. 

Sec. 2. It shall be the duty of the Vice-President to 
act as president of the Society in the absence of the 
President, and to write an essay on the work of the 
Society at the close of his term of office. 

Sir. J. It shall be the duty of the Secretary to 
keep a correct record of all things done and passed by the 
Society, to transcribe the same in a record-book belong- 
ing to the Society, and to read when called upon by 
the President th^ minutes of each previous meeting 
(before transcribing them, in the record-book), a list of all 
absent members, all names presented for membership, 
the program as it is being given, the program of the 
next meeting, and any other matter when called upon by 
the President. 

He shall also have charge of correspondence con- 
nected with the Society, and transmit to the treasurer a 
list of all fines imposed. 

Sec-. 4. It shall be the duty of the Assistant Secretary 
to fill the office of Secretary in case of absence, with the 
Secretary's assistance to make out and arrange pro- 
grams, to confer with members who are to perform in 
regard to preparation and kind of work, and in case of 
the absence of such persons, at regular meetings, to 
arrange for substitutes. 

Sec. 5. It shall be the duty of the Treasurer to keep 
a correct account of the receipts and expenditures, collect 



+The teacher should assist in this until the pupil has b jcome familiar with the 
Rules of Ordtr. 



68 LITERARY WORK 

all fines, and read a report of same at the close of his 
term of office. 

Sec. 6. It shall be the dut}' of the Chorister to have 
supervision of the preparation and performance of suit- 
able music, consisting of not less than two nor more than 
three selections at each regular meeting of the Society. 

Sec. y. It shall be the duty of the Librarian to have 
charge of all books belonging to the Society, and to keep 
a correct record, in a book kept for that purpose, of all 
books which may be presented to the Society, and of all 
books taken out by members to be read, and read a report 
of the same at the close of his term of office. 

Sec. S. It shall be the duty of the Censor to keep 
order, to keep a list of all active members in a book kept 
for that purpose, to call the roll, and at the 'close of each 
meeting to present to the Secretary a list of the names 
of all members absent or tardy. 

Sec. g. Executive Committee. The President of 
the Society, the Secretary and the Assistant Secretary, 
shall constitute the Executive Committee, whose duty it 
shall be to meet at noon on the Friday of each regular 
meeting to receive or reject (by imposing fines,) all 
written excuses from members for absence or non 
performance, and transact any other business which in 
their judgment they may deem necessary. 
Article 5. — Meetings. 

Sec. I. The regular meetings of the Society shall be 
held every Friday afternoon at 2:30 o'clock while school 
is in session. 

Sec. 2. A special meeting of the Society may be 
called by the President. _ 

Sec. 3. Ten regular members shall constitute a 
quorum to do business. 



IN SCHOOL. 69 

Sec. 4. Members shall be required to attend all 
regular meetings of the society, unless they have lawful 
excuse. 

Article 6. — Amendments. 

Sec. I. Any Article of this Constitution may be 
amended or annulled by a two-thirds vote of the Society, 
provided a notice be read to this effect at least two 
weeks before the vote is taken. 

Sec. 2. By-Laws may be adopted or rescinded at an}' 
regular meeting of the Society, provided two-thirds of the 
members concur. 

BY-LAWS. 

1. The Society color shall be pink. 

2. The motto of the Society shall be "Onward and 
Upward." 

3. The standard of order, where the Constitution 
and By-Laws are not explicit, shall be "Roberts' Rules 
of Order." 

4. The President shall not adjourn the meeting 
until all heads of business shall have been passed 
through. 

5. Any office may be declared vacant by the Presi- 
dent, if its duties be neglected for two successive 
meetings. 

6. Members, who are absent from any regular 
meeting of the Society, and having a good excuse for 
such absence, shall write their excuse and hand the same 
to the Executive Committee, before its first executive 
meeting after the absence. 

7. Members being notified of dues or fines against 
them shall pay the same within two weeks after said 



70 Literary work 

notification; otherwise said members shall be prohibited 
from voting or holding any office within the gift of the 
Society, as long as said dues remain unpaid, but they 
shall be subject to all other rules and restrictions of the 
Society. 

Committee on election will see that this By-law is 
enforced. 

8. Committee reports shall be in waiting. 

9. No member shall speak more than twice on the 
same question, nor more than five minutes each time. 

10. No member shall leave the room while the 
Society is in session without permission from the 
President. 

11. All essays shall be written with pen and ink 
and handed to the Assistant Secretary for corrections 
before they are delivered. 

PENAL CODE. 

Fines. 

For absence from regular meeting 5c 

For leaving room without permission 5c 

For ill-behavior during performance loc 

For WTiting essay with pencil 5c 

For non-performance of any duty 15c 

Excuses. 

Any member failing to furnish the required perform- 
ance at the regular time, shall be subject to fine accord- 
ing to Constitution and By-Laws, unless a lawful written 
excuse is given the Executive Committee. 



IN SCHOOL. 71 

ORDER OF BUSINESS. 

The following order of business shall be observed at 
each regular meeting. 

1. Calling Society to order, by President. 

2. Roll-call, by the Censor. 

3. Reading and adoption of minutes of previous meet- 

ing. 

4. Election of officers (every third meeting.) 

5. Music. 

6. New officers take their seats. 

7. Regular Literary Exercises (Program). 

8. Music. 

9. ^Regular Debate. 

10. Decision of Judges. 

11. Sentimental Debate. 

12. Decision of House, (Whole school votes.) 

13. Report of Decision of Judges. 

14. Reports of Committees and Officers. 

15. Executive Report (by Secretary.) 

16. General Business. 

17. Reading of Program. 

18. Criticisms on Exercises (by Teacher). 

19. Adjournment. 

REGULAR DEBATE. 

The teacher shall decide in regard to the debate: 
(i) As to whether the age and ability of the pupils 

will allow them to begin this work. 

(2) When debate is held, it shall be at least once 

during each term of office, and the program shall be 

shortened accordingly to give time for it. 

*See next page. 



72 LITERARY WORK 

(3) The debaters ma}^ choose their own question 
after obtaining advice of the teacher. 

(4) The debaters shall have ten minutes each in 
which to speak. The affirmative speaker shall have 
six minutes for opening speech, the negative speaker ten 
minutes, and the affirmative speaker four minutes for 
the closing speech. 

(5) Sentimental Debate. After the speakers are 
through and the decision of the judges is handed the 
President, he may call for sentimental debate, in which 
case any member of the school belonging to either 
Society, or any visitor present, may have five minutes in 
which to speak on the question, when the question shal^ 
be voted upon by the whole school, the President 
counting. 

(6) The judges should be visitors if any are present; 
if not, members of the other Society should be preferred 

INDEX TO CONSTITUTION AND BY-LAWS. 

Attendance— Art. 5,. Sec. 3. 

Amendments — Art. 7. 

Adjournment — By-Law 4. 

Assistant Secretary, Duty — Art. 4, Sec. i. 

By-Laws, Adoption — Art. 7, Sec. 2. 

Committee on Election — Art. 3, Sec. 3. 

Committee, Executive — Art. 4, Sec. 9. 

Chorister, Duty— Art. 4, Sec. 6. 

Censor, Duty — Art. 4, Sec. 8. 

Debate— Page 109. 

Excuses — Penal Code. 

Essays — By-Law ii. 

Executive Committee — Art. 4, Sec. 9. 

Fines — Penal Code. 

Fee — Art. 2, Sec. 2. 

Honorary Members — Art. I, Sec. 6. 



IN SCHOOL. 73 

Librarian — Art. 4. Sec. 7, 
Leaving room -By-Law 10. 
Meetings — Art. 5. 
Members absent — By Law 6. 
Motto — By-Law 2. 
Name — Art. i, Sec. i. 
Officers, Number —Art. 3, Sec. i. 
Officers, Election of— Art. 3, Sec. 2. 
Office, term of — Art. 3, Sec. 4. 
Order of Business — Penal Code. 
President — Art. 3, Sec. I. 
Report of Committees — By-Law 8. 
Speaking — By-Law 9. 
Standard of Order — By-Law 3. 
Secretary — Art. 4, Sec. 3. 
Treasurer — Art. 4, Sec. 5. 
Vice-President — Art. 4, Sec. 2. 

CALLING TO ORDER. 

■m 

Should a pupil start forward to speak, or attempt 
to make any remark whatever while the Society is in 
session, some other member should call him to order, thus: 
— "Mr. President, Mr. (pupil's name), I rise to call the 
gentleman to order; he did not address the chair," where- 
upon the pupil will address the President before going 
further. In doing this, always say gentleman or lady, 
as the case may be, or simply pupil, but never use the 
person's name. 

DECIDING POINTS OF ORDER. 

Suppose that in making a nomination, it is seconded 
by some one, which is sometimes done because some get 
the terms motion and nomination confused: in such case 
it is the duty of the President simply to state that '-'a 
nomination does not require a second." Should a point 



74 LITERARY WORK 

of order be disputed, the president should be prepared 
to decide it. (See Art. 4, Sec. i.) 

ELECTION OF OFFICERS— DIRECTIONS. 

After the Committee of three persons has been 
appointed by the President, two v/eeks previous to time 
of election (see Cons. Art. 3 Sec. 3), they should have 
prepared as many tickets as their are members in the 
Society. All members and all ofBcers, except the Presi- 
dent, are to vote. The President should reserve his vot^ 
for the casting vote, in case there is a tie when the 
report is given. 

The following is given as a sample ticket which has 
been used for voting, the person having placed a cross 
opposite the names for whom he wished to vote: 

Ticket. 

Alice Clare. 
Mary West.X 



President. } 



Vice-President. \ l^.. -. 

I Otis Jones. 

Secretarv -* I^^"" Watkins.X 
becretar>. | Qscar Green. 

A • . . o ^ \ Carry West. 
Assistant Secretary, j qj.^^ Akers-X 

^, • , \ Sarah King. 
Chorister. | ^^^^^^ u^ers.X 

( Mabel Wright. Y 
Treasurer. •{ t r tt 

( Julia Hoover. 

Olive Parsons. 

essie Moats.X 

Rob. Stewart. 

Sam. Johnson.X 



Librarian. •< y 
Censor, -j 



IN SCHOOL. 75 

When all have voted, these tickets should be 
collected by the same committee, and counted while 
the program is being rendered. 

At the proper time (see Order of Business) the result 
of the election should be given by the chairman of the 
committee — the person first named by the President in 
appointing. In making the report he should give all the 
names and the number of votes cast for each, after v/hich 
he will hand the report to the President of the Society, 
who will ''declare the following named persons elected," 
reading simply the name in each case of the person re- 
ceiving the greater number of votes, but not repeating 
the number. The new officers will now prepare to take 
charge of their respective offices at the next regular 
meeting, which may be done as follows: 

The old officers having taken their places as usual, 
the President calls for the roll-call by the Censor, and 
reading and adoption of minutes by the Secretary, then 
for the first on the program, usually a song. Then rising 
he states that ''the new officers will now take their seats," 
when they rise and take the seats now vacated by the 
ex-officers. (See Order of Business.) 

SIGNING CONSTITUTION. 

The constitution in each society should be signed by 
all pupils who can write, and by those who cannot, just 
as soon as they can write their names legibly. 

THE SOCIETY PAPER-NEWS. 

Let some pupil prepare this paper by selecting items 
of news from daily or weekly papers of the past week, 
void local news, personalities, etc. — spicy and witt y items 



76 LITERARY WORK 

may be given occasionally, but should not relate to 
members of school or neighborhood — avoid nonsence. 

MINUTES OF REGULAR MEETING. 

The following is given as a sample of minutes. 
West Point School-House, Friday, Oct. 27, 1893. 

Carleton Society was called to order at 2:30 P. M. 
by the President. 

Roll Call by the Censor. 

Reading and adoption of minutes of previous meeting. 

Music— "'^omft Mother's Child."— Duet. 

Regular Literary Exercises as follows: 
(Give full program.) 

MiLsic — "Marching Onward." 

Regular Debate — Question-'^Resolved that Lafayette 
deserves more praise for what he did for America than 
Washington." 

Affirmative — Joe Beam. 

Negative — Ella Wilson. 

Sentimental debate by Mary Wilcox, Albert Burns 
and Mr. Mason. 

Decisio7i of House in favor of negative. 

Decision of Judges in favor of affirmative. 

Reports of Committees and Officers. 

Report of Committee on Election. 

(Name all officers elected.) 

Executive Report (by Secretary). 

General Business. 

Moved and carried that a committee be appointed 
by the President to purchase blank books for the use of 
the Secretary and Treasurer. 



IN SCHOOL. 77 

John West, Arthur Brown and Emma Watson were 
appointed as the committee. 

Reading of Program for next meeting. 
Critic isins on Exercises. 
Adjournment. 

John Masters, President. 

AHce Young, Secretary. 

TREASURY FUND. 

For expediency it is not best to charge the pupils 
any fee for membership, as in some cases parents would 
object even to a penny. So to supply the treasury, ask 
all the pupils that can do so, to bring a penny or a nickel 
for their Society, as soon as it is organized. This will 
furnish enough to buy blank-books to begin with — which 
should not be very expensive. 

Get a small purse for each Society and let it be kept 
by the Treasurer. This can be bought by the collection 
also. If there are fines imposed it will help in supplying 
the treasury, and in case it becomes empty, notify the 
pupils and hold another collection. Treasurer should 
keep correct record. 

THE LIBRARY. 

As soon as possible, some pupils should donate 
some useful books for the library. They may be cheap 
ones to begin with. They should be labeled and the 
name of the donor and the date should be recorded 
by the Librarian in a book kept for that purpose. 

It will cost but little to have printed labels for each 
Society Library. 



78 



LITERARY WORK 



When your collection amounts to several volumes in 
each society, one of the older boys, or perhaps some one 
in the district or town, will willingly make a book-case 
fcr them. This will encourage reading in the pupils. 
The Librarian should keep a record of all books taken 
home to be read, — when and by whom. The time for 
using each book should be limited. 



BIRTHDAYS OF EMINENT PERSONS. 

"The best teachers of humanity are the lives of li-ood men."- C. H. Fovjler. 

January. 



I, 1735. Paul Revere. 
I, 1830. Paul H. Hayne. 

1836. Chas. R. Lowell. 

1740. Benedict Arnold. 

1836. ''Tom Thumb," 
(C. H. Stratton.) 

1779. Stephen Decatur. 

181 1. Charles Sumner. 

1800. Millard Fillmore. 

171 8. Israel Putnam. 

8, 1792. Lowell Mason. 

9, 1778. Thomas Brown. 

10, 1833. Paul Gus. Dore. 

11, 1825. Bayard Taylor. 

11, 1757. Alex. Hamilton. 

12, 1729. Edmund Burke. 

12, 1746. Pestalozzi. 

13, 1785. S. Woodsworth. 

14, 1806. Mat. F. Maury. 

15, 1780. Parker Cleave- 

land. 



16, 1675. St. Simon. 

17, 1706. Benj. Franklin. 

18, 1782. Daniel Webster. 

19, 1807. Robert E. Lee. 

19, 1809. Edgar A. Poe. 

20, 1702. Richard H. Lee. 

21, 1813. John C. Fremont. 

21, 1824. ''Stonewall," T. 

J. Jackson. 

22, 1 561. Lord Bacon. 

22, 1788. Lord Byron. 

23, 1786. R. C. Haydon. 

24, 1820. H. J. Raymond. 

25, 1759. Robert Burns. 

26, 1795. T. N. Talfourd. 

27, 1756. Mozart. 

28, 1760. Mathew Carey. 
29j 1737- Thomas Paine. 

30, 1661. Charles Rollins. 

31, 1830. Jas. G. Blaine. 



IN SCHOOL. 



79 



February 



1, 1828, 

2, 1651, 

3, 1811. 

4, 1772. 

4, 1802, 

5. 1757- 

5, 1837. 

6, 1818. 

7, 1480. 

7, 1812, 

8, 1820. 

8, 1826. 

9, 1773- 
9, 1814. 

10. 1802, 

11, 1802, 

11, 1847. 

12, 1663. 
12, 1809. 
12, 1809. 



G. F. Edmunds. 
William Phipps. 
Horace Greely. 
Josiah Quiiicy. 
Mark Hopkins. 
Aaron Burr. 
D. L. Moody. 
Wm. M. Evarts. 
Thomas Moore. 
Charles Dickens. 
W. T. Sherman. 
John A. Logan. 
W. H. Harrison. 
Sam'l J. Tilden. 
"Old Grimes," 
Albert G. Barnes. 
Lydia M. Child. 
Thos. A. Edison. 
Cotton Mather. 
Abr'm Lincoln. 
Chas. R. Darwin. 



13, 
14. 
i5» 
16, 

17, 
18, 

18, 

20, 
21, 
22, 
22, 

23. 

24, 

26, 

27, 

28, 
29, 



March. 



1, 1835. John J. Piatt. 

2, 1793. Sam'l Houston. 

3, 1765. Saml Drew. 

4, 1754. B- Waterhouse. 

5, 1832. Isaac L Hayes. 

6, 1809. E. B. Browning. 
6, 1831, Philip Sheridan, 

6, 1475. Michael Angelo. 

7, 1707. Steph'n Hopkins. 



9. 

10, 

ii> 

12, 
12, 
i3> 



1804. Ed. Bui. Lytton. 
1824. W. S. Hancock. 
1820. S. B. Anthony. 
1497. P. Melancthon. 
1740. John Sullivan. 
1364. Galileo. 
1775. Charles Lamb. 
1802. Leonard Bacon. 
1694. Voltaire. 
1819. Geo. Wm Curtis. 
1732. Geo. Washington. 
1819. Jas. R. Lowell. 
1787. Emma Willard. 
1685. Handel. 
1833. John P. St. John. 
1802. Victor Hugo. 
1807. H. W. Long- 
fellow. 
1797. Mary Lyon. 
1792. Rossini, G. 



1824. E. E. Parsons. 
1816. David David. 
1773. F. K. W. 

Schlegel. 
1796. Francis Way- 
land, 
1684. Bishop Berkeley. 
1822. T. Buch'n Read. 
1733. Joseph Priestly. 



8o 



LITERARY WORK 



March — concluded. 



14; 1782. 

15, 1766. 

16, I75I. 

17, 1777. 

17, 1780. 

18, 1782. 

18, 1837, 

19, I8I5. 

20, 43. 

21, 1274. 

21, 1763. 

22, 1599. 



1, 1578- 

2, 1743- 

2, 1805. 

3, I783. 

3, 1822. 

4. 1793- 

4, 1809. 

5, 1795- 

6, 1483. 

7, 1770- 

8, 1811. 

9, 175S. 
9, 1843. 

10, 1788. 

I J, . 1794- 

12, 1774. 

13, 1796. 



Thos, H. Benton. 
Andrew Jackson. 
James Madison. 
Roger B. Taney. 
Thos. Chalmers. 
John C. Calhoun, 
Grov'r Cleveland. 
Dr. Livingstone. 
E. c. Ovid. 
Robert Bruce. 
J. P. F. Richter. 
Anth. Vandyke. 



23, 1823. 

23, 1837- 

24, 1805. 

25, 1784. 

26, 1823. 

27, 1746. 

28, 1794. 

29, 1790. 

30, 1842. 

31, 1824, 



April. 



William Harvey 
Thos. Jefferson. 
H. C. Anderson. 
Washington 

Irving. 
E. Everett Hale. 
Thad. Stephens. 
Benjamin Pierce. 
H. Havelock. 
Raphael. 
W. Wordsworth. 
Geo. W. Greene. 
Fisher Ames. 
Adelina Patti. 
Wm. Hazlitt. 
Edward Everett. 
Henry Clay. 
Geo. N. Briggs. 



14, 1804. 

15, 1814. 

16, 1786. 

17, 1806, 

18, 1817. 

19, 1721. 

20, 1813. 

21, 1828. 

22, 1 79 1. 

23, 1564- 
23, 1813. 

23, 1834. 



Schuyler Colfax, 
Rich. A. Proctor. 
E. D. Sims. 
Fra'cois J. Fetis. 
Margaret M. 

Davidson. 
Michael Bruce. 
Orville Dewey. 
John Tyler. 
John Fiske. 
Wm. H. Hunt. 



Horace G. Loring. 
Jno. Lathrop 

Motley. 
Sir John Frank- 
lin, 
Wm. G. Simms. 
Geo. H. Lewes. 
Roger Sherman. 
H. T. Tucker- 
man. 
M. Taine. 
Jas. Buchanan. 
W. Shakespeare, 
Stephen A. 

Dougl&s. 
Chauncy M. 

Depew. 



IN SCHOOL. 



8i 



April — concluded. 



24, 1750. 

25, 1599- 

26, 1820. 

27, 1791. 

I, 1672. 

1, 1769. 

2, 1764, 

4, 1796. 

4, 1796. 

5> 1817. 

6, 1808. 

7, 1812. 

8, 1731. 

9, 1800. 

10, 1823. 

11, 1799. 

12, 1809. 

13, 1713- 

14, 1686. 

14, 1752. 

15, 1758- 

16, 1801. 

17, 1749. 

18, 1778. 

1, 1856. 

2, 1773- 

3, 1774- 



John Trumbull. 
Oliver Cromwell 
Alice Carey. 
S. F. B. Morse. 



27, 1822. U. S. Grant. 

28, 1758. Jas. Monroe. 

29, 1745. Oliver Ellsworth. 

30, 1824. Eli I. Tappan. 

May. 



Joseph Addison. 
Duke of Welling- 
ton. 
Robert Hall. 
E. C. von Kleist. 
Wm. H. Prescott. 
Horace Mann. 
Geo. W. Julian. 
William Strong. 
Rob't Browning. 
Dr. Portens. 
John Brown. 
John Sherman. 
Robert G. Sands. 
R. C. Winthrop. 
Maria Theresa. 
Fahrenheit. 
Timothy Dwight. 
Thomas Taylor. 
Wm. H. Seward. 
Ed. Jenner. 
Samuel Hoar. 



Maria Litta. 
John Randolpli. 
Sydney Smith. 



19, 
20, 
21, 
21, 
22, 
22, 
23» 

23» 

24, 
24, 

24. 

25. 

26, 

27, 
28, 
28, 
29, 
30, 
30, 
31, 

UNE. 

3, 
3, 
4> 



1885. John Wilson. 

1806. Jno. Stewart Mill. 
429. E. c. Plato. 

1780. Elizabeth Fry. 
1688. Alexander Pope. 
1 81 3. Richard Wagner. 
1799. Thomas Hood. 
1810. Marg't F. Ossoli. 
1707. Linnaeus. 
1750. Stephen Girard. 
1819. Queen Victoria. 
1803. Ralph Waldo 

Emerson. 

1784. Jos. S. Buckmin- 

ster. 

1819. Julia Ward Howe. 

1779. Thomas Moore. 

1807. Louis Agassiz. 
1736. Patrick Henry. 
Decoration Day. 
1672. Peter the Great. 
1819. Walt. Whitman. 

1794. Nat. P. Rogers. 

1808. Jefferson Davis. 
1744. Jeremy Belknap. 



82 



LITERARY WORK 



5, 486, 

6, I755' 

7, 1780, 

8, 1814, 

9, 1792, 

10, 1710. 

11, I573. 

11, 1741. 

12, 1802. 

13, 1786. 

13, 1795- 

14, 1812. 

14, 1812. 

15, 1805. 

16, 1789. 

17, 1703. 



1, 1779- 

2, 1810. 

3, 1737- 

4, 1804. 

4, 1807. 

5, 1801. 

6, 1373 

6, 1747, 

7, 1811. 

Mrs. 



June 

B. c. Socrates. 
Nathan Hale. 
Elijah Hedding. 
Charles Reade. 
John Howard 

Payne. 
Jon'n Trumbull. 
Ben. Jonson. 
Joseph Warren. 
Harriet Marti 

neau. 
Winfield Scott. 
Thomas Arnold. 
Fernando Wood. 
Harriet Beecher 

Stow^e. 
Robert Anderson. 
William Jay. 
John Wesley. 



CONCLUDED. 

18, 1804. Geo. Thompson. 
i9j 557- B. c. Confucius. 

19, 1834. C. H. Spurgeon. 

20, 1743. Anna L. Barbauld 

21, 1811. Mat. Simpson. 

22, 1767. Karl Wilhelm 
von Humboldt. 

23, 1625. J. Fell. 

24, 181 3. Henry Ward 
Beecher. 

25> 1773- EHphalet Nott. 

26, 1702. Philip Doddridge. 

27, 1682. Charles XH. 

28, 1712. Jean Jacques 
Rosseau. 

28, 1808. Mazzini. 

29, 1835. Celia Thaxton. 

30, 1833. W, C. Wheeler. 



July. 



John Farrar. 
Robert Toombs. 
J. C. Copley, 
Nathaniel Haw- 
thorne. 
Garibaldi. 
D. G. Farragut. 
John Huss. 
John Paul Jones. 
''Fanny Fern," 
S. P. W. Parton. 



8, 1790. Fitz Green 

Halleck. 

9, 1819. Elias Howe. 
9, 1838. P. P. Bliss. 

10, 1509. John Calvin. 

10, 1723, 'Wm. Blackstone. 

11, 1767. J. Q. Adams. 

12; 100. B. c. Julius Caesar 

13, 1816. J. Clare. 

14, 1819. Nathaniel Lyon. 

15, Apostles' Day. 



IN SCHOOL 



83 



July — concluded 

16, 1723. Joshua Reynolds. 24, ~ 

17, 1674, Isaac Watts. 25, 

17, 1744. Elbridge Gerry. 26, 
17,- 1763. Jno. Jacob Astor. 27, 

18, 1811.W. M. Thackery. 28, 

19, 1814. Sam'l Colt. 29, 

20, 1304. Petrarch. 30, 

21, 1644. Mathew Prior. 30, 

22, 1837. John Goodman. 

23, 1816. Charlotte Cush- 31, 1793. 

man. 



1819. 

1750. 
1739. 
1777. 
1818. 
1797. 
1763. 
1822. 



J. G. Holland. 
Henry Knox. 
George Clmton. 
Thos. Campbell. 
Wm. Mathews. 
Daniel Drew. 
Sam'l Rogers. 
"Oliver Optic," 

Wm. T. Adams 
Sarah A. Ripley, 



August. 



1, 1843, 

2, 1778. 

3, 1797- 

4, 1792. 

5, 1809. 

6, 1775- 

7, 1795- 

8, 1819. 

9, 1593- 
9; 1631. 

10, 1740. 

11, 1826. 

12, 1613. 

12, 1774. 

13, 1814- 

14, 1823. 

15, 1769. 

15, 1771- 



Robert Lincoln. 
Jos. Jno. Gurney. 
William Ware. 
P. B. Shelley. 
Alfred Tennyson. 
Daniel O'Connell 
Francis R. Drake. 
Charles A. Dana. 
Izaak Walton. 
John Dryden. 
Manenus Willet. 
Andrew J. Davis. 
Jeremy Taylor. 
Robert Southey. 
Philip Phillips. 
Oliver P. Morton. 
Napoleon Bona- 
parte. 
Walter Scott. 



16, 
17, 
17, 
18, 

19, 

20, 
20, 
21, 
22, 
23, 

24, 

25> 
26, 

27, 
28, 



1774. Pierre Meclain. 

1786. David Crockett. 

1787. Isaac Taylor. 
1729. James Bowdoin. 
1793. "Peter Parley," 

Sam'l G. Goodrich. 
1833. Benj. Harrison. 
1843. Christine Nilsson 
1820. John Tyndall. 
1817. John B. Gough. 
1785. O. H. Perry. 
1759. Wm. Wilberforce 
1810. Theodore Parker. 
1839. Francis B. Harte. 
1676. Robert Walpole. 
1741. Joseph Reed, "I 
am not worth buying." 
1749. J. W. Goethe. 



84 


LITERARY WORK 




August — ( 


CONCLUDED. 


29, 


1809. Oliver Wendell 


31, 


1844. Elizabeth S. 




Holmes. 




(Phelps) Ward. 


3o, 


1820. Geo. F. Root. 








September. 


I, 


1705. James Gordon 


18, 


1709. Samuel Johnson. 




Bennett. 


19. 


1739. Andrew Pickens. 


I, 


1785. Peter Cartright. 


20, 


356. B. c. Alexander 


2, 


1726. John Howard. 




the Great. 


3. 


1801. James G. Brooks. 


20, 


1833. ''Nasby,".D. R. 


4. 


520. B. c. Pindar. 




Locke. 


4' 


1824. Phebe Cary. 


20, 


1828. "Old Probabili- 


5, 


1585. Richelieu. 




ties," Albert G. Myer. 


6, 


1757. Lafayette. 


21, 


1845. Aug. Wilheling. 


7. 


1533. Queen Elizabeth. 


22, 


1828. Theo. Winthrop. 


8, 


1474. Ariostos. 


23. 


1783. Jane Taylor. 


8. 


1775. John Leyden. 


24, 


1784. Zachary Ta3dor. 


9, 


1807. R. C. French. 


25, 


1793. Felecia D. He- 


lO, 


1835. Wm. T. Harris. 




mans. 


II, 


1700. Jas. Thompson, 


25> 


1848. "Danbury News 


12, 


1818. Rich. J. Gathng. 




Man," J. M. Baily. 


12, 


1829. Charles Dudley 


26, 


1789. Jas. A. Hiilhouse. 




Warner. 


27. 


1722. Samuel Adams. 


13. 


1813. John Cassin. 


27, 


1808. Lucretia M. 


14. 


1810. John Greiner. 




Davidson. 


15. 


1789. Jas. Fenimore 


28, 


1823. "Grace Green- 




Cooper. 


wood," Sarah J. Lippincott 


16, 


1823. Francis G. Park- 


29, 


1758. Horatio Nelson. 




man. 


29, 


1839. Frances E. 


17, 


1721. Sam'l Hopkins. 




Willard. 


i7» 


1778. Henry Broug- 


30, 


106. B. c. Pompey. 




ham. 


30. 


480. B. c. Euripides. 





IN SCHOOL 


85 




October. 


' 


I, 


1799. Rufus Choate. 


17, 


1781. Richard M. 


2, 


1780. Major Andre. 




Johnson. 


3, 


1800. Geo. Bancroft. 


18, 


1831. Helen Hunt Jack- 


4' 


1822. R. B. Hayes. 




son, ''H. H." 


5, 


1703. Jonathan Ed- 


19, 


1735- John Adams. 




wards. 


19, 


1784. J. H. Leigh Hunt 


5. 


1830. Chester A. Arthur 


20, 


1823. Thomas Hughes. 


6, 


1821. J. Lind Gold- 


21, 


1772. Sam'l T. Cole- 




schmidt. 




ridge. 


7, 


1757. Rob. Dinsmore. 


21, 


1845. W. M. Carleton. 


8, 


1839. John Hay. 


22, 


1794. Carlos Wilcox. 


9. 


1782. Lewis Cass. 


23, 


1773. Francis Jeffrey. 


9' 


1830. Harriet G. Hos- 


24, 


1796. Aug. von Platen. 




mer. 


25, 


1800. T. B. Macaulay. 


lO, 


1738. Benjamin West. 


26. 


1 791. Charles Sprague. 


lO, 


1802. Geo, P. Morris. 


27, 


1802. A. T, Stewart. 


lO, 


1802. Hugh Miller. 


27, 


1807. Benj. F. Wade. 


II, 


1809. 0. S. Fowler. 


28, 


1497. Erasmus. 


12, 


1775. Lyman Beecher. 


28, 


1842. Anna E. Dicken- 


13, 


1 8 10. Alpheus Crosby. 


29, 


son. 
1796. John Keats. 


H, 


1644. Wm. Penn. 


30, 


1824. John Rogers. 


15. 


70. B. c. Virgil. 


30, 


1825. Adelaide A. 


15, 


1686. Allen Ramsay. 




Proctor. 


i6. 


1758. Noah Webster. 


31, 


1826. J. R. Hawley. 




November 




I, 


1619. Sir Mathew Hale. 


4, 


1 77 1. Jas. Montgomery. 


I, 


1755. Marie Antoinette. 


5, 


1818. Benj. F. Butler. 


I, 


1795. James K. Polk. 


6, 


1638. James Gregory. 


2, 


1773. Stephen Grellet. 


7, 


1687. Wm. Stukeley. 


3, 


179^. Wm. CuUen 


8, 


1831, "Owen Meredith," 




Bryant. 




Ed. R. Bulwer-Lytton. 



86 



LITERARY WORK 



November — concluded. 



9, 1802. 

10, 1483. 

10, 1728. 

11, 1837. 

12, 1615. 

13, 1761. 

14, 1803. 

14, 1822. 

15, 1708. 

15, 1738. 

16, 1811. 

17, 1736. 

18, 1 810, 

19, 1831. 

20, 1752. 



Elijah P. Lovejoy 
Martin Luther. 
Oliver Goldsmith. 
T. B. Aldrich. 
Richard Baxter. 
Sir John Moore. 
Jacob Abbott. 
Anson Burlin- 

game. 
William Pitt. 
Wm. Herschel. 
John Bright. 
David Kinnison. 
Asa Gray. 
Jas. A. Garfield, 
Thos. Chatterson. 



21, 1768. 

22, 1733. 

22, 1820. 

23, 1804. 

24, 1805, 

25, 1807. 

26, 1731. 

27, 1771. 

28, 1759- 

29, 1799. 
29, 1832. 

29, 1811. 

30, 1667, 
30, 1835. 

30, 1819. 



Schluermacher. 
Philip Schuyler. 
George Eliot. 
Franklin Pierce. 
Grace Darling. . 
Joseph Ray. 
J. Wm. Cowper. 
Daniel Wheeler. 
Wm. Blake. 
A. Bronson Alcott 
Louisa M. Alcott. 
Wendell Phillips. 
Jonathan Swift. 
"Mark Twain," 

L. L. Clemens, 
Cyrus W. Field. 



December. 

1, 1798. Albert Barnes. 8, 1765. 

2, 1825. Pedro II. 8, 1811. 

3, 1826. Geo. B. Mc 9, 1594. 

Clellan. 

4, 1795. Thomas Carlyle. 9, 1608. 

5, 1782. Alartin Van Buren 10, 1837. 

6, 1786. Caroline B. 11, 1781. 

Southey. 12, 1745. 

7, 1784. Allan Cunning- 12, 1804. 

ham. 

8, 65 B. c. Horace. 12, 1835. 
8, 1542. Mary, Queen of 13, 1815. 

Scots. 14, 181 1, 



Eli Whitney. 
Elihu Burritt. 
Gustavus 

Adolphus. 
John Milton. - 
Ed. Eggleston. 
David Brewster. 
John Jay. 
Wm. Lloyd 

Garrison 
Phillips Brooks. 
A. P. Stanley. 
Noah Porter. 



IN SCHOOL. 



87 



December — concluded. 



15, 1788. 

16, 1714. 

17, 1807. 

18, 1708. 

18, 1802. 

19, 1814. 

20, 1740. 

21, 1639. 

22, 1829. 

23, 1648. 

24, 1809. 



Mary May. 
Geo. Whitefield. 
John G. Whittier. 
Charles Wesley. 
Geo. D. Prentice. 
Ed. M. Stanton. 
Arthur Lee. 
Jean Racine. 
Laura Bridgman. 
Robert Barclay. 
''Kit Carson," 

C. Carson. 



24, 1822, 

25, 2625. 

26, 1716. 

26, 1780. 

27, 1809. 

28, 1789. 

29, 1808. 

29, 1809. 

30, 1815. 

31, 1817. 
31, 1818, 



Mathevv Arnold. 
Isaac Newton, 
Thomas Gray. 
Mary Somervillc. 
Oliver Johnson. 
Cath. Sedgwick. 
Andrew Johnson. 
Wm. E. Glad- 
stone. 
Geo. G. Meade. 
Jas. T. Fields. 
Alexander II. 



INDEX TO BIRTHDAYS 

(The numbers refer to moiilh : 

Adams, John, lo-ig. 
Adams, J. Q., 7-1 1. 
Adams, Sam., 9-27. 
Adam.s, W. T., 7-30. 
Addison, Jos., 5-1. 
Adolphus, G., 12-9. 
Agassiz, Louis, 5-28. 
Alcott, Louisa M., 11-29. 
Alcott, A. B., 11-29. 
Alexander the Great, 9-20. 
Alexander II, 12-31, 
Ames, Fisher, 4-9. 
Anderson, Hans C, 4-2. 
Anderson, Robt., 6-15. 
Andre, Major, 10-2. 
Angelo, Michael, 3-6. 



OF EMINENT PERSONS. 

l:ic1 c'.ay; for year see preceding list.) 

Anthony, S. B., 2-12. 
Antoinette, M., ii-i. 
Arnold, Benj., 1-3. 
Arnold, Mathew, 12-24. 
Arnold, Thos., 6-13. 
Arthur, C. A., 10-5. 
Astor, John Jacob, 7-17. 
Bacon, Leonard, 2-19. 
Bacon, Lord, 1-22, 
Bancroft, Geo., 10-3. 
Barnes, Albert, 12-1. 
Barnes, Albert G., 2-10. 
Barbauld, Anna L., 6-20. 
Barclay, Robt., 12-23. 
Baxter Richard, 11-12. 
Beecher, H. W„ 6-24. 



88 



LITERARY WORK 



Beecher, Lyman, 10-12. 
Belknap, J., 6-4. 
Bermet, Jas. G., 9-1. 
Benton, Thos. H., 3-14. 
Berkeley, Bishop, 3-12. 
Blackstone, Wm., 7-10. 
Blaine, Jas. G., 1-31. 
Blake, Wm., 11-28. 
Bliss, P. P., 7-9. 
Bowdoin, Jas., 8-18. 
Brewster, Dav., 12-11. 
Bridgman, L., 12-22. 
Bright, John, 11-16. 
Briggs, Geo. N., 4-13. 
Brooks, Jas. G., 9-3. 
Brooks, Phillips, 12-12. 
Brougham, H., 9-17. 
Brown, John, 5-9. 
Brown, Thos., 1-9. 
Browning, Robt., 5-7. 
Browning, Eliz. B., 3-6. 
Bruce, Robt., 3-21. 
Bruce, Michael, 3-27. 
Bryant, Wm. C, 11-3. 
Buchanan, Jas., 4-22. 
Bulwer-Lytton, Ed., 2-13. 
Bulwer-Lytton, Robt., 11-8. 
Burke, Edmund, 1-12. 
Burns, Robt., 1-25. 
Burlingame, A., 11-14. 
Burr, Aaron, 2-5. 
Burritt, Elihu, 12-8. 
Butler, Benj. F., 11-5, 



Byron, Lord, 1-22. 
Calhoun, J. C, 3-18. 
Calvin, John, 7-10. 
Campbell, Thos., 7-27. 
Carey, Mathew, 1-28. 
Carleton, Will M., 10-21. 
Carlyle, Thos., 12-4. 
Carson, ''Kit," 12-24. 
Cartright, Peter, 9-1. 
Cary, Alice, 4-26. 
Cary, Phcebe, 9-4. 
Cass, Lewis, 10-9. 
Cassin, Jno, 9-13. 
Chatterson, Thos., 11-20. 
Choate, Rufus, lo-i. 
Cicero, 1-3. 
Clare, J. 7-13. 
Clay, Henry, 4-12. 
Clemens, L. L., 11-30. 
Cleveland, Grover, 3-18. 
Clinton, Geo., 7-26. 
Colburn, Warren, 3-1. 
Coleridge, S. T., 10-21. 
Collins, Wm., 12-25. 
Colt, Sam., 719. 
Confucius, 6-19. 
Cooper, Jas. F., 9-15. 
Copley, J. C, 7-3. 
Cowper, J Wm., 11-26. 
Crockett, Dav., 8-17. 
Cromwell, Ol., 4-25. 
Curtis, Geo. W., 2-21. 
Cushman, C, 7-23. 



IN SCHOOL. 



89 



Dana, Chas. A., 6-8. 

''Danbury News Man," 9-25 

Darling, Grace, 11-24. 

Darwin, C, R., 2 7. 

Davidson, L. M., 9-27. 

Davis, Andrew J., 8-1 1. 

Davis, Jeff., 6-3. 

Decatur, S, A., 4-23, 

Depew, Chauncy, 5-23. 

Decoration Day, 5-30. 

Dewy, Orville, 3-28. 

Dickens, Chas., 2-7. 

Dickinson, A. E , 10-28. 

Dinsmore, A. E., 10-28. 

Doddridge, Phil. 6-26. 

Douglas, S. A. 4-23. 
Dore, Paul G., i-io. 
Drake, Francis R., 8-7. 
Drew, Daniel, 7-29. 
Drew, Samuel, 3-3. 
Dryden John, 8-9. 
Edison, Thos. A., 2-1 1. 
Edmunds, Geo. F., 2-1. 
Eggleston, Ed. 12-10. 
Eliot, George, 11-22. 
Elizabeth, Queen, 9-7. 
Ellsworth, 01., 4-29. 
Emerson, Ralph W., 5-25. 
Erasmus, 10-28. 
Euripides, 9-30. 
Everett, Edward, 4-1 1. 
Farragut, D. G., 7-5. 
Farrar, John, 7-1. 



Fell, J., 6-23. 

''Fern, Fanny," 7-7. 

Fetis, F, J., 3-25. 

Field, Cyrus W., 11-30. 

Fields, Jas. T., 12-31. 

Fillmore, M., 1-7, 

Fiske, John, 3-30. 

Fowler, O. S., lo-ii. 

Franklin, B., 1-17. 

Franklin, Sir J., 4-16. 

Fremont, J. C, 1-21. 

French, R. C, 9-9. 

Fry, Elizabeth, 5-21, 
Fuller, Margaret, 5-23. 
Garfield, Jas. A., 11 -6. 
Garibaldi, G., 7-4. 
Garrison, Wm. L., 12-12. 
Gathng, Rich. J., 9-12. 
Gibbon, Ed., 4-27. 
Girard, Stephen, 5-24. 
Gladstone, Wm. E., 12-29. 
Goethe, J. W., 8-28. 
Goldsmith, Ol., ii-io. 
Goldschmidt, J. L., 10-6. 
Goodman, Jno., 7-22. 
Goodrich, L. G., 8-19, 
Gough, Jno. B., 8-22. 
Grant, U. S., 4-27, 
Gray, Asa, 11-18. 
Gray, Thomas, 12-26. 
Greely, Horace, 2-3, 
Greene, Geo. W., 4-8. 
''Greenwood, Grace," 9-28, 



go 



LITERARY WORK 



Gregory, Jas., 11-6. 
Griener, John, 9-14. 
Grellet, Stephen, 11-2. 
Gurney, Jos. Jno., 8-2. 
Hale, Nathan, 6-6. 
Hall, Robt., 5-2. 
Halleck, Fitz Green, 7-8 
Hamilton, AL, i-ii. 
Hancock, W. S., 2-14. 
Harris, W. T., g-io. 
Harrison, Benj., 8-20. 
Harrison, Wm. H., 2-9. 
Harte, Francis B., 8-25. 
Harvey, Wm. 4-1. 
Havelock, Henry, 4-5. 
Hawley, J. R., 10-3. 
Hawthorne, Nat., 7-4. 
Hay, John, 10-8. 
Haydon, R. B. 1-23. 
Hayes, R. B., 10-4. 
Hayes, Isaac A., 3-5. 
Hayne, Paul H., i-i. 
Hazlett, Wm., 4-10. 
Hemans, Felic D., 9 25. 
Henry, Patrick, 5-29. 
Herschel, Wm., 11 -15. 
Hoar, Samuel, 5-18. 
Holland, J. G., 7-24. 
Holmes, O. W., 8-29. 
Hood, Thos., 5-23. 
Hopkins, Mark, 2-4. 
Hopkins, Steph., 3-7. 
Hopkins, Sam'l, 9-17. 



Horace, 12-8, 
Hosmer, H. G., 10-9, 
Houston, Sam. 3-2. 
Howard, Jno., 9-2. 
Howe, Elias, 7-9. 
Howe, Julia W., 5-27. 
Hughes, Thos., 10-20. 
Hugo, Victor, 2-26. 
Humboldt, K. W. von, 6-22. 
Hunt, Helen, 10-18. 
Hunt, J. H. Leigh, 10-19. 
Hunt, Wm. H„ 3-31. 
Irving, Washington, 4-3. 
Jackson, Andrew, 3-15. 
Jackson, H. H., 10-18. 
Jay, John, 12-12. 
Jay, Wm., 6-16. 
Jefferson, Thos., 4-2. 
Jeffrey, Francis, 10-23. 
Jenner, Ed., 5-17. 
Jones, J. P., 7-6. 
Johnson, Andrew, 12-29. 
Johnson, R. M., 10-17. 
Johnson, Oliver, 12-27. 
Jonson, Ben., 6-1 1. 
Keats, John, 10-29. 
Kinnison, D., 11 -17. 
Kleist, E. C. von, 5-3. 
Knox, Henry, 7-25. 
Lafayette, 9-6. 
Lee, Arthur, 12-20. 
Lee, Richard, 1-20. 
Lee, Robt. E., 1-19. 



IN SCHOOL. 



91 



Lewes, Geo. H., 4-18. 
Leyden, John, 9-8. 
Lincoln, A., 2-12. 
Lincoln, Robt,, 8-1. 
Lippincott, Sarah, 9-28. 
Litta, Maria, 6-1. 
Locke, D. R., 9-20. 
Lowell, Chas. R., 1-2. 
Lowell, J. R., 2-22. 
Lovejoy, E. P., 11 -9. 
Luther, Martin, 11 -10. 
Macaulay, T. B., 10-25. 
Madison, Jas., 3-16. 
McClellan, G. B. 12-3. 
Mann, Horace, 5-20. 
"Mark Twain," 11-30. 
Martineau, H., 6-12. 
Mather, Cotton, 2-12. 
Matthews, Wm., 7-28. 
May, Mary, 12-15. 
Mazzain, 6-28. 
Meade, Geo. G., 12-30. 
Mechain, Pierre, 8-16. 
Melancthon, P., 2-16. 
''Meredith, Owen," 11-8. 
Mill, Jno. S. 5-20. 
Miller, Hugh, 10-10. 
Milton, John, 12-9. 
Moody, D. L. 2-5. 
Moore, Sir John, 11-13. 
Moore, Thos., 5-28. 
More, Thos., 2-7. 
Monroe, Jas. 4-28. 



Montgomery, Jas., 11 -4. 
Morse, S. F. B., 4-27. 
Morton, O. P., 8 14. 
Morris, Geo. P., 10-10. 
"Nasby," Q-20. 
Nelson, Horatio, 9-29. 
Newton, Isaac, 12-25. 
Nott, Eliphalet, 6-25. 
'Old Probabilities," 9-20, 
"Optic, Oliver," 7-30. 
Ossoli, Margaret P., 5-23. 
Paine, Thos., 1-29. 
Parker, T., 8-24. 
Parkman, F. G., 9-16. 
Parsons, E. E., 3-8. 
Parton, Mrs. S. P. W., 7-7. 
"Parley, Peter," 8-19. 
Patti, Adelina, 4-9. 
Payne, J. Howard, 6-9. 
Pedro n, 12-2. 
Penn, Wm,, 10-14. 
Perry, O. H., 8-23. 
Pestalozzi, 1-12. 
Petrarch, 7-20. 
Phipps, Wm., 2-2. 
Phillips, PhiHp, 8-13. 
Piatt, John J., 3-1. 
Pickens, Andrew, 9-19. 
Pierce, Benj. 4-4. 
Pierce, Franklin, 11-23. 
Pindar, 9-4. 
Pitt, Wm., 11-15. 
Platon, A. von, 10-24. 



92 



LITERARY WORK 



Plato, 5-21. 
Poe, Edgar A., 1-19. 
Polk, Jas. K., ii-i. 
Pompey, 9-30. 
Pope, Alex., 5-22, 
Porter, Noah, 12-14. 
Portens, Dr., 5-8. 
Prentice, Geo. D. 12-18. 
Prescott, W. H., 5-4. 
Priestly, Jos.. 3-13. 
Prior, Mathew, 7-21. 
Proctor, Adelaide A , 10-30. 
Proctor, R. A., 3-23. 
Putnam, Israel, 1-7. 
Quincy, Josiah, 2-4. 
Quincy, Josiah, Jr., 2-22. 
Racine, Jean, 12-21. 
Ramsay, Allen, 10-15. 
Randall, Sam. J., 10-10. 
Randolph, John, 6-2 
Raphael, 4-6. 
Reade, Chas., 6-8. 
Reed, Jos., 8-27. 
Revere, Paul, i-i. 
Reynolds, Josh., 7-16. 
Ripley, S. A., 7-31. 
Ritcher, J. P. F., 3-21. 
Rogers, John, 10-30. 
Rogers, N. P„ 6-3. 
Rogers, Sam., 7-30. 
Rollins, Chas., 1-30. 
Root, Geo. F.. 8-30. 
Rossini, G., 2-29. 



Sands, Robt. G., 5-1 1. 
Scott, Walter, 8-15. 
Scott, Winfield, 6-13. 
Scots, Mary, Queen of, 12- 
Sedgwick, C, 12-28. 
Seward, Wm. H., 5-16. 
Shakespeare, Wm., 4-23. 
Sheridan, Phil., 3-6. 
Sherman, John, 5-10. 
Sherman, Roger, 4-19. 
Sherman, W. T., 2-8. 
Socrates, 6-5. 
,Southey, C. B., 12-6. 
Spencer, H., 4-27. 
Spurgeon, C. H., 6-19. 
Stanley, A. P., 12-13. 
Stewart, A. T., 10-27. 
Stowe, H. B., 6-14. 
Strong, Wm., 5-6. 
Stukely, Wm., 11-7. 
Sullivan, John, 2-17. 
Sumner, Chas., 1-6. 
Taine, M., 4-21. 
Talfourd, Thos. N., 1-26. 
Taney, Roger B., 3-17. 
Tappan, Eli I., 4-30. 
Taylor, Bayard, i-ii. 
Taylor, Isaac, 8-17. 
Taylor, Jane, 9-23. 
Taylor, Jeremy, 8-12. 
Taylor, Thos., 5-15. 
Taylor, Zachary, 9-24 
Tennyson, A., 8-5. 



IN SCHOOL 



93 



Thackery, Wm. M., 7-18. 
Theresa, Maria, 5-13. 
Thompson, Geo., 6-18. 
Thomson, Jas., 9-1 1. 
Thumb, Tom, 1-4. 
Tilden, Sam. J., 2-9. 
Trumbull, John, 4-24. 
Trumbull, J. 6-10. 
Tuckerman, H. T., 4-20. 
Twain, Mark, 11.30. 
Tyler, John, 3-29. 
Tyndall, J., 8-21. 
Van Buren, M., 12-5. 
Vandyke, A., 3-22. 
Victoria, Queen, 5-24. 
Virgil, 10-15. 
Voltaire, 2-20. 
Wade, Benj, F., 10-27. 
Wagner, Richard, 5-22. 
Walpole, Robt., 8-26. 
Walton, Izaak, 8-9. 
Ward, Eliz. S., 8-31. 
Ware, Wm., 8-3. 
Warner, C. D., 9-12. 
Warren, Jos., 6-1 1. 



Washington, Geo., 2-22. 
Waterhouse, Benj., 3-4. 
Watts, Isaac, 7-17. 
Wayland, Francis, 3-1 1. 
Webster, Dan., 1-18. 
Webster, Noah, 10-16. 
Wellington, Duke, 5-1. 
Wesley, Chas., 12-18. 
Wesley, John, 6-17. 
Wheeler, Wm. A., 6-30. 
Wheeler, Dan, 11-27, 
Whitefield, Geo., 12-16. 
Whitman, Walt., 5-31. 
Whitney, Eli, 12-8. 
Whittier, J. G., 12-17. 
Willard, Emma, 2-23. 
Willard, Frances, 9-29. 
William, Fred., 10-18. 
Wilson, John, 5-19. 
Winthrop, Robt., 5-12. 
Winthrop, Theo., 9-22. 
Wood, Fernando, 6-14. 
Woodworth, Sam. 1-13. 
Wordsworth, Wm., 4-7. 



BOOKS AND AIDS REFERRED TO IN THIS BOOK. 



Authors' Birthdays— A series of exercises com- 
memorative of Authors' Birthdays, with sketches of the 
Authors— Longfellow, Whittier, Bryant, Lowell, Emerson, 
Holmes, Poe, Hayne, Carleton and Cary. Paper iii pp.. 
Price 30c. 

Portraits of Poets — Longfello^v, Bryant, Whittier, 
Tennyson and Shakespeare, each a -clear cut, handsome 
portrait, 22x28 inches. Just the thing for the walls of 
the school. Price 25c or 5 for $1.00. 

Longfellow's Works, Diamond Edition, cloth, $1.00. 
Household Edition, cloth, $1.50. 

Whittier's Works, Diamond Edition, ^i.oo. 
Household Edition, $1.50. Longfellow and Whittier 
Leaflets, containing many selections, with pictures and 
notes, each, 40c. 

Helen Hunt Jackson's Works. — Bits of Talk about 
Home Matters, ^i.oo. Bits of Talk in Prose and Verse, 
for Yong Folks, ^i.oo. ^its of Travel at Home, J^i.50, 
Letters from a Cat, $1.25. Cat Stories, $2.00. Romona, 
^1.50. A Century of Dishonor, $1.50, Complete Poems, 
$1.50. 

Stencils of Poets may be had at 5c each. 

Robert's Rules of Order is generally recognized as 
the standard everywhere; cloth, 75c. 

All Other Works mentioned are in stock and are 
mostly described and prices given in our catalogues, 
which are sent free. 

A. Flanagan, 
262 Wabash Avenue, Chicago. 



Common Sense... 

Health Notes 

THE author of this volume is well known as editor of the "National 
Educator," and Principal of the State Keystone Normal School, 
and other educational institutions in Pennsylvania. He has had 
(he experience of nearly half a century as editor, lecturer, and teacher, 
and he gives in this book the result of his observations and studies in 
hygiene. He justly regards this subject as net 
only one of the most important, but one upon 
which the greatest popular ignorance prevails. 
His treatment of the subject is comprehensive, 
and includes everything that relates to the 
preservation of health, and the prevention and 
cure of disease. He treats fully 

V entilation, Die t, Exercise. Bathin g. 

Clothing. Sleep. Tal<ing Colds. Medicines. 

Epidemics. Malaria. Light. Hygiene for Children , 

Bad Habits. Stimulan t s. Narcotics. 

All Kinds of Co m mon D i seases and Their Treatment. 

And a Great Variety of Information. 

With Practical Sugge stions for the 

Preservation and Restoration of Health. 

A large number of popular fallacies abcjut diseases, medicines, and 
uijurious customs and practices are corrected by the author. The book 
will be of great practical value to all classes of persons, but especially to 
parents and teachers, who have the responsibility and duty of training the 
young in habits of right living for the preservation of good health. 

/ claim this is the Most Vahmbfe Book issued fhis year. 

It should be in the hands of event intelligent 

person in the land. 

It will pay its cost time and again in the atuount saved in purchase of 
patent medicines, doctors' bills, loss of time, and in a better temper and 
an increased vitality. 

To induce every teacher to pun-hase it, a copy will be sent to any 
teacher for 81.00. If not perfectly satisfactory, return it and get your 
money back. Regular price, 81.25. 

7\ ^ ^ ^^ ±. ^ "lAf-^^-i.^^ 1''^ whom big commission will 

/\g(?nts wanted, be given 

A. FLANAGAN, Chicago. 




5FECI/IL # Notice. 

We take Pleasure in calling the Attention 
of Teachers to our New Work .... 

Outlines un Elementary Science 

COMBINED WITH LANGUAGE LESSONS, 

By L. MAE NELSON, of the Chicago Public Schools. 

ENDORSED BY LEADING TEACHERS. 

This new work goes before the public with the endorsement of 

many school superintendents, principals and teachers, 

among whom may be mentioned O. T. Bright, 

County Supt. Schools of Cook Co., 111. 



The Purpose of the Work. ' 

The purpose of the work has been to give an impetus to 
Science Study by arousing a new interest among teachers. 



The Main Feature of the Work 

Is a systematic plan for presenting Science Studies in keeping 
with the different seasons of the year. Special outlines are giver 
for taking up the study of objects that may be called seasonable 
for the times indicated, that is, for each season and for each month 
in the season. 



Combined with Language and Reading. 

Aside from the study of the Fruit, Animals, Minerals, oi 
other objects, each lesson is intended as a model in language, 
and many of them include special work in Reading and Obser- 
vations. 



No Wide Awake, Progressive Teacher, 

It is believed, will be without the work. Ready May lo, 1893. 
Leatherette cover, 96 pp. Price 30 cents. 

A. KIvANAGAN, CHicaso. 



LIBRARY OF CONGRESS 



019 878 847 8 




